INTRODUCTION        PREPARING FOR THE TASK         CARRYING OUT THE TASK        REPORTING AND REVIEWING

In the 5-14 National Guidelines for science, the investigative skills are divided into three strands :-

• Preparing for the task

• Carrying out the task

• Reviewing and reporting

During an investigation it is likely that all strands will be covered. However it is best to focus on one and develop the skills at that level. This would ensure coverage of all strands with time.  In fact, the national guidelines state:

‘… the development of skills is not a tidy sequential process. The three strands are often used together but each can also be a major focus of activity on its own.’ Learning and Teaching Scotland 2000 5-14 National Guidelines

As pupils progress from P1 to S2 there is progression in the development of the skills, from working with teacher support to working independently.

PREPARING FOR THE TASK

Skills developed include: identifying variables, formulating a hypothesis, identifying appropriate resources and equipment to carry out a fair test.

On the DVD, pupils are shown preparing for task by :-

• responding to questions (level A)

• making suggestions about how to make a fair test (level C)

• selecting appropriate resources and equipment to carry out a fair test (level E).

CARRYING OUT THE TASK

Pupils learn how to use and select appropriate equipment and at the same time become more accurate in their measurements. Skills in recording, progress from pictorial representation to annotated diagrams, fully labelled graphs and databases. On the DVD, pupils :-

• follow simple instructions using simple techniques and equipment (level A)

• make observations about living things and contribute to a class diagram (level B),

• measure accurately with a stopwatch, record findings in a table and spreadsheet (level D).

REPORTING AND REVIEWING

Pupils progress from answering questions about what happened and why, to being able to evaluate a range of aspects of the investigation including relevance and reliability of evidence. Pupils are also provided with an opportunity to discuss moral and ethical questions relating to science and society.

For each skill strand, the exemplars on the DVD demonstrate the progression across the levels. Pupils :-

• present work in a short unstructured oral report (level B)

• give an oral report communicating key points in an appropriate sequence and link findings to their prediction (level C)

• critically review investigation (level F)

Pupils should be made aware from the outset the skills that are being focused on and the next steps.

Differentiation can be made on outcome or by level of support; e.g. In preparing for the task, a pupil operating at Level A will respond to questions such as ‘How?,’ ‘Why?, ‘What will happen if?,’ whereas a pupil operating at Level B will be able to plan a simple approach by asking questions.

See How Good is our Investigation (Level B)?   How Good is our Investigation (Level C)?

Developing Informed Attitudes

‘A science programme should provide opportunities for pupils to develop informed attitudes thus enabling them to reflect critically on the role and impact of science in society.  Pupils should gradually learn to examine and judge the accuracy and quality of scientific information. Opportunities will arise that allow pupils to make informed, sensitive and constructive judgements on social, environmental, moral and ethical issues.’

Learning and Teaching Scotland, 2000, p.6