Accessing the everyday Week 20 Section 4.1 What opportunities do you think there are for learning about science informally in school – for example: the playground • visits out of school • breakfast club • the library • the dinner hall • the toilets • the classroom • the school office • Week 20 Section 4.1 developing children’s knowledge Wenham and Ovens (2010) suggest that there are three kinds of knowledge needed to become scientific: knowledge knowing of facts, events and changes ‘that’: knowledge identifying causes after observation by seeking explanations and gaining ‘why’: understanding knowledge to’ ‘how A questioning ethos? Harlen and Qualter, 2009). Sometimes they will be asking you questions that may be difficult to answer • there may not be a simple or direct answer • the explanation be too difficult for the child’s developmental stage • Learning Event 8 1.How would you describe children’s attitudes and their approach to science and technology in your setting? Week 20 Section 2.1 Technology in our lives Stephen et al. (2010) found that: 98% of children aged between 3 and 4 years old had access to a mobile phone • 48% used these with no adult help • 64% of children with an internet connection at home made use of it, with adult • supervision, mainly to look for websites, and 10% of this 64% used websites on their own. Crucial to engage children Prof de Sautoy and appreciation begins and ends at school’ ‘understanding Sustainability UNESCO conference instead of talking about the (reading, writing and arithmetic), ‘3Rs’ schools should be promoting the reuse, recycle, respect, repair, reflect and ‘7Rs’: ‘reduce, refuse’ (Pramling Samuelsson and Kaga, 2008, p. 12).
Accessing the everyday Week 20 Section 4.1 What opportunities do you think there are for learning about science informally in school – for example: • the playground • visits out of school • breakfast club • the library • the dinner hall • the toilets • the classroom • the school office Week 20 Section 4.1 developing children’s knowledge Wenham and Ovens (2010) suggest that there are three kinds of knowledge needed to become scientific: knowledge ‘that’: knowing of facts, events and changes knowledge ‘why’: identifying causes after observation by seeking explanations and gaining understanding knowledge ‘how to’ A questioning ethos? Harlen and Qualter, 2009). Sometimes they will be asking you questions that • may be difficult to answer • there may not be a simple or direct answer • the explanation be too difficult for the child’s developmental stage Learning Event 8 1.How would you describe children’s attitudes and their approach to science and technology in your setting? Week 20 Section 2.1 Technology in our lives Stephen et al. (2010) found that: • 98% of children aged between 3 and 4 years old had access to a mobile phone • 48% used these with no adult help • 64% of children with an internet connection at home made use of it, with adult supervision, mainly to look for websites, and 10% of this 64% used websites on their own. Crucial to engage children Prof de Sautoy ‘understanding and appreciation begins and ends at school’ Sustainability UNESCO conference instead of talking about the ‘3Rs’ (reading, writing and arithmetic), schools should be promoting the ‘7Rs’: ‘reduce, reuse, recycle, respect, repair, reflect and refuse’ (Pramling Samuelsson and Kaga, 2008, p. 12).
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