Scientific Enquiry Skills
All outcomes were constructed to provide frequent opportunity for active
learning, and the development of enquiry skills in science is an important
element of this. The term ‘investigation’ is used on many occasions to encourage
the development of enquiry skills. It would not be expected that children should
complete a full investigation on every occasion. Instead, schools can plan to
focus on the development of specific skills through investigative work, with
occasional opportunities for fuller investigations.
‘Presentations’
- Research shows that when children and young people explain scientific concepts
to others it helps to deepen their understanding. The outcomes try to encourage
this. The term ‘presentation’ is used to cover the whole range of types of
presentation, whether through talk, power point, displays, poster, tables or
graphs with explanatory text, or even drama.
Further advice on the progression line of the
enquiry skills will follow at a later date.
Further exemplification and support for
staff - The revised approach to
science teaching and learning in Scotland will have implications for both
teacher development and resources.
In order to assist staff in meeting these new
challenges, additional guidance will be given to support planning, recording and
assessing the outcomes. Where necessary, further explanation or exemplification
will be offered to ensure that teachers across the country interpret the
statements in a consistent way. For example, more exemplification and support
may be required in the new area of science for schools of optoelectronics.
Questions for reflection and response
1. Understanding the outcomes
- How do the outcomes build upon your
current practice?
- Which knowledge, experiences, capacities,
activities and skills could be developed within an outcome?
- How could the principles of Curriculum
for Excellence be developed through the outcomes?
- Are there any specific outcomes which you
feel would benefit from further elaboration to clarify expectations?
2. Progression
- Are the concepts being introduced at the
correct age and stage of the pupils? If not, how should they be altered?
- What are the prior knowledge, experiences
and skills which have been developed in earlier outcomes?
- Is the ‘gradient of progression’ from
outcome to outcome appropriate?
- Some of the progression lines do not have
specific entries at some levels. Do you feel that any of these gaps need to
be filled?
- Do the statements provide a good basis
for elaboration between levels and for further deepening and broadening of
their learning within a level?
3. Collaboration
- In what ways will a leadership role, by
yourself and others, be needed to take these outcomes forward?
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Reflective questions - Science (34 K)