After PISA--Real Approaches to Science in Wales

Autor/in	Jones, Verity
Titel	After PISA--Real Approaches to Science in Wales
Quelle	In: Primary Science, (2017) 148, S.9-11 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-2465
Schlagwörter	Science Education; Science Instruction; Teaching Methods; Teaching Assistants; Elementary School Teachers; Teaching Skills; Mentors; Lesson Plans; Standards; Numeracy; Literacy; Foreign Countries; Case Studies; Achievement Tests; Secondary School Students; International Assessment; Private Sector; STEM Education; United Kingdom (Wales); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lesson planning; Unterrichtsplanung; Standard; Rechenkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Case study; Fallstudie; Case Study; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Privater Sektor; STEM
Abstract	As a teacher, author Verity Jones found for many years that the science knowledge and understanding of the children she taught in year 6 (age 10-11) was being compromised by the pressures of a government focus on maths and literacy and a short-sighted approach to how to teach those subjects in a cross-curricular way. As the science coordinator for a primary school in Wales, she developed a two-year rolling plan for the whole school, where weekly sessions were planned for all classes, along with an audit of science training needs of staff. With a background in science, Jones was more than happy to take on the task, ensuring that skills were introduced and embedded in a cumulative way for children and teaching skills and knowledge were developed through peer mentoring, lesson studies, and professional dialogue (all embedded in the annual performance management programme and school development plan). In addition to this, class support was re-timetabled and every science lesson had a teaching assistant assigned to it. The resulting growth in confidence with regard to science teaching was notable, while the themed approach meant that science became the bedrock for the whole school curriculum, with all other subjects becoming the building blocks. This was a successful model; it not only ensured science was taught progressively, but it also demanded it be considered within the changing themes and topics. The impact was year-on-year improvement in science standards at the end of key stage, more confident teachers developing deeper interest in scientific knowledge, and plenty of evidence for cross-curricular numeracy and literacy. (ERIC).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01