PDF Science in the Primary School

Science in the Primary School 2008

Inspectorate Evaluation Studies

PROMOTING THE QUALITY OF LEARNING

i

INSPECTORATE

The Inspectorate wishes to thank Whitechurch National School, Rathfarnham Dublin 16 for permission to use the cover photograph. ? 2012 Department of Education and Skills Published by Evaluation Support and Research Unit Inspectorate Department of Education and Skills Marlborough Street Dublin 1 This report and others in the series may be accessed at education.ie

ii

Contents

Foreword

iii

Chapter 1 Introduction

1

Chapter 2 Evaluation methodology

9

Chapter 3 Quality of planning for Science

14

Chapter 4 Quality of teaching in Science

23

Chapter 5 Quality of learning in Science

32

Chapter 6 Main findings and recommendations

41

References

46

i

List of Tables Table 1.1 The content strands of the science curriculum Table 2.1 Sample task for senior infants Table 2.2 Sample task for sixth class Table 2.3 Quantitative terms used in this report Table 2.4 Levels of the quality continuum and corresponding qualitative terms Table 3.1 Summary of findings regarding whole-school planning Table 3.2 Inspectors' evaluation of classroom planning Table 3.3 Summary of findings regarding classroom planning and preparation Table 4.1 Summary of findings regarding classroom atmosphere and management Table 4.2 Inspectors' evaluation of aspects of teaching Table 4.3 Summary of findings regarding the quality of teaching in Science Table 5.1 Performance of pupils in tasks from each strand Table 5.2 Sample task from Human life Table 5.3 Sample task from Plant and animal life Table 5.4 Sample task from Magnetism and electricity Table 5.5 Sample task from Properties and characteristics of materials Table 5.6 Pupil performance on tasks to assess procedural understanding

Page 3

11 12 13 13 17 18 20 25 26 28 32 33 34 36 36 38

List of Figures Figure 4.1 Inspectors' evaluation of aspects of classroom management Figure 4.2 Inspectors' evaluation of the overall quality of teaching Figure 4.3 Inspectors' evaluation of aspects of assessment Figure 5.1 Pupils' performance on tasks from Living things Figure 5.2 Pupils' performance on tasks from Forces Figure 5.3 Pupils' performance on tasks from Materials Figure 5.4 Pupils' performance on tasks from Environmental awareness and care

Page 24 25 29 33 35 36 37

ii

Foreword

The inclusion of Science in the Primary School Curriculum (1999) brought a major change to the curriculum of primary schools and reflected the importance that science and technology have in many aspects of our daily lives, at work, at school and at home. Our dependence on science and technology requires that all pupils develop a high level of scientific literacy. The primary Science curriculum offers schools a comprehensive programme from infants to sixth class. It provides a very good foundation for the study of science subjects in the post-primary setting. Most importantly, it cultivates a positive attitude to science and provides pupils with opportunities to experience the excitement of working as a scientist.

Science in the Primary School reports on the implementation of the 1999 science curriculum as this was in evidence during inspections carried out in forty primary schools during 2007. The evidence indicates that a significant number of primary schools were experiencing success in many aspects of the science curriculum and that teachers and pupils were benefiting from the broad and balanced range of learning experiences outlined in the curriculum. Inspectors found evidence that national in-service supports were beneficial and that many teachers had engaged in further professional development in the area of science. They also reported that schools had made good use of the funding available for the purchase of science materials and equipment.

The report also outlines areas for improvement. In particular, inspectors found that schools needed to provide more regular opportunities for pupils to engage in problem solving and open-ended investigations and to develop the skills listed in the Working scientifically and Designing and making sections of the curriculum. Inspectors were also of the view that schools needed to engage in whole-school planning for the purpose of improving teaching and learning rather than for the purpose of satisfying the requirements of educational legislation. The report also contains recommendations regarding the incorporation of assessment into the teaching and learning process and regarding the integration into schools' science programmes of the many science-related initiatives that have been introduced into schools in recent years

The Inspectorate has a specific contribution to make in evaluating the quality of provision in schools, in advising schools and teachers and in providing policy advice and direction for the system in general. This report makes a significant contribution in each of these areas and presents findings and recommendations that will be of interest to teachers, parents, support services, teacher educators and policy makers.

iii

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download