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Science teachers say a new science curriculum for pupils completing the junior cycle amounts to a "dumbing down" of the subject.

The finding is contained in a report by the Irish Science Teachers' Association based on a survey of more than 700 teachers.

The report warns that the changes will provide "poor preparation" for study of science subjects at Leaving Cert level due to a widening gap between both programmes.

Only 1 per cent of teachers said junior cycle students would be very highly prepared to study science subjects at Leaving Cert level of foot of the changes.

Among teachers other concerns were that the curriculum consisted of "vague" learning outcomes and lack of depth of treatment which was causing a serious "dumbing down" of standards.

It says this lack of clarity is causing high levels of stress, anxiety and frustration among science teachers who find themselves having to teach a curriculum in which they themselves have to try to work out what exactly is on it.

Some 85 per cent of teachers said it would be unacceptable if the same template of syllabus design used at junior cycle was to be used for a high-stakes exam such as the Leaving Cert.

'Destroy'

Many teachers commented that this would damage or "destroy" Stem subjects at Leaving Cert level, such as science, technology, maths and engineering.

The report, "Listening to the Voice of Science Teachers", also claims there are "major flaws" in the template used by the State's advisory body on the curriculum to design the junior cycle curriculum.

It says they were previously raised by Prof Áine Hyland, emeritus professor of education UCC, in 2014 when she carried out research on international best practice in curriculum design. One of the recommendations she made was that the design of draft science syllabi at Leaving Cert needed to be brought up to international standard before being introduced.

Prof Hyland said at the time that "more detailed information about the depth of treatment of subjects and the requirements for examination must be provided at national level in Ireland to bring the syllabuses into line with international good practice."

In the same 2014 report, Prof Hyland pointed out at the time that the design adopted would be particularly inappropriate for a high-stakes exam such as the Leaving Certificate.

However, the association maintains that the same "flawed" template is being proposed for the draft Leaving Certificate science syllabuses.

The National Council for Curriculum and Assessment (NCCA), which advises on education reform, has previously said the changes are aimed at promoting a more inquiry-led approach which enables students to ask more questions and promotes deeper engagement with the subject.

Scientific literacy

It has said the curriculum allows students to enhance their scientific literacy by developing their ability to explain phenomena scientifically; their understanding of scientific inquiry; and their ability to interpret and analyse scientific evidence and data to draw appropriate conclusions.

"Science is not just a tidy package of knowledge, nor is it a step-by-step approach to discovery. Nonetheless, science is able to promote the development of analytical thinking skills such as problem-solving, reasoning, and decision-making," according to NCCA's literature on the rationale for the changes.

"Learning science in junior cycle can afford students opportunities to build on their learning of primary science and to activate intuitive knowledge to generate, explore and refine solutions for solving problems," according to NCCA's rationale for the changes.

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Teachers say junior-cycle science curriculum being 'dumbed down'

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Science teachers say a new science curriculum for pupils completing the junior cycle amounts to a "dumbing down" of the subject. The finding is contained in a report by the Irish Science Teachers' Association based on a survey of more than 700 teachers.

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social, environmental and scientific education

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social, environmental and scientific education

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The CLEAPSS Helpline receives a number of calls about the teaching of science practical work in non-lab environments. In the normal running of a school we advise against doing this due to additional risks it creates.During the COVID-19 pandemic CLEAPSS understands that in order for a school to accommodate all the pupils for all of the time, there may be occasions when some science teaching in a non-lab environment is unavoidable. This is more likely to happen if a school's approach is one where 'bubbles' of pupils have all their teaching in one location.

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The CLEAPSS Helpline receives a number of calls about the teaching of science practical work in non-lab environments. In the normal running of a school we advise against doing this due to additional risks it creates.During the COVID-19 pandemic CLEAPSS understands that in order for a school to accommodate all the pupils for all of the time, there may be occasions when some science teaching in a non-lab environment is unavoidable.

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matt Endean

house cards

http://science.cleapss.org.uk/

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Powerful Ideas of Science and How to Teach Them

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A bullet dropped and a bullet fired from a gun will reach the ground at the same time. Plants get the majority of their mass from the air around them, not the soil beneath them. A smartphone is made from more elements than you.

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 Powerful ideas of Science and How to Teach Them (by Jasper Green)

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 Powerful ideas of Science and How to Teach Them (by Jasper Green)

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Twenty-eight schools from across the Dublin and Leinster region will attend the inaugural Improving Gender Balance Ireland Programme awards taking place this evening in Dublin City University attended by the Minister for Higher Education and Skills, Mary Mitchell O'Connor, TD.

The DCU led initiative aims to improve students' experience of STEM (Science, Technology, Engineering and Maths) subjects and increase female participation in these subjects.

The initiative was established to tackle the gender gap in STEM (Science, Technology, Engineering and Maths) by working to improve students' experiences of science in their first three years of secondary school and ensure that all students are able to make informed and unbiased choices around physics and STEM careers.

The programme is also examining the challenges faced by science teachers in teaching STEM subjects and promoting a "whole-school" approach to STEM; encouraging a positive and inclusive attitude towards the uptake of all curricular subjects.

The Improving Gender Balance Ireland programme builds on programmes that have been successfully implemented by the Institute of Physics in England and Scotland.

Findings from across these three programmes show that the type of school affects student uptake and the sense of belonging in physics.

Analyses by DCU has found striking differences in the uptake of Physics among girls in mixed-sex schools compared with girls in single-sex schools.

For example, the impact of the programme in England has seen the number of girls taking AS-level physics in the participating schools drastically increasing from 16 to 52 - more than trebling over two years.

The impact figures for the partnering schools in Ireland have yet to be determined.

The programme is led by researchers, Associate Professor Eilish McLoughlin, Ms. Deirdre O'Neill and Ms. Georgina Fagan, from CASTeL (Centre for Advancement of STEM Teaching and Learning) and the School of Physical Sciences at DCU in a strategic partnership with the Institute of Physics in Ireland and Science Foundation Ireland.
Associate Professor Eilish McLoughlin, Director of CASTeL and Deputy Head of the School of Physical Sciences, DCU said:
"Providing on-going and sustained professional learning for teachers is crucial to deepening confidence and competence in teaching STEM subjects and building students' confidence and resilience to take up STEM subjects at Leaving Certificate and ultimately pursue careers in STEM.

The whole thing about improving gender balance is not just simply about getting more girls to do physics. What is increasing the number of girls doing physics is valid for all students, to make informed and unbiased choices around all subjects.

In particular, we need a national programme to tackle unconscious bias and stereotyping in schools to achieve inclusion and equality for all students".
Ms. Deirdre O'Neill, School of Physical Sciences DCU, who is conducting her PhD research on the implementation and impact of this programme said:
"Our study showed the extent to which gender stereotyping can occur in schools, and how it can create barriers to subject choice.

From our research and pilot projects, we can deduce that further work to widen participation in physics and STEM careers should operate across the whole school, involving students, teachers of science and of other subjects and school management".

Seven second level schools were involved in the pilot phase, between 2017 and 2019. Initial figures showed that 405 teachers, of which 51 were science teachers took part in 15 in-school workshops with all teaching staff to raise awareness of unconscious bias and to support the development of inclusive and equality practices in the whole school environment.

In addition, a further 60 in-school workshops were held with all science teachers to improve teachers' confidence and competence in teaching physics at Junior Cycle level.

A further 1200 teachers from 21 schools (13 mixed, 3 single sex boys and 5 single sex girls schools) are taking part in the second phase of the programme which commenced in August of this year.

They will participate in in-school workshops to raise awareness of unconscious bias.

The 150 science teachers in these schools are also attending a series of regional workshops to support Physics teaching and learning.

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DCU led initiative aiming to improve students' experience of STEM subjects and increase female participation

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Twenty-eight schools from across the Dublin and Leinster region will attend the inaugural Improving Gender Balance Ireland Programme awards taking place this evening in Dublin City University attended by the Minister for Higher Education and Skills, Mary Mitchell O'Connor, TD.

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Naturfagsenterets nettstad for lærarar. Her finn du læringsressursar, undervisningsmetodar og mykje meir.

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Seeing Students Learn Science : Integrating Assessment and Instruction in t...: EBSCOhost

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Books about Science (sorted by popularity)

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Project Gutenberg offers 62,890 free ebooks for Kindle, iPad, Nook, Android, and iPhone.

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Welcome to the Science section of the Junior Cycle for Teachers (JCT) website.

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Science Foundation Ireland (SFI) is working together with Government Departments and other agencies (IDA Ireland, Enterprise Ireland, Health Research Board, Irish Research Council and others), and the wider research and innovation community to ensure a coordinated and meaningful contribution to solving some of the challenges we are presented with during the current Covid-19 crisis.

To this end, we have developed a Five Point Plan which represents SFI's contribution to the Irish Government's National Action Plan in response to Covid-19. The plan outlines key activities where SFI believe we and the research community can make a positive impact.

Importantly, the Health Service Executive (HSE) and The Office of the Chief Medical Officer are the entities responsible for managing all activity in relation to Covid-19. The SFI Five Point Plan presented here is structured to support their activities.

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Science Foundation Ireland (SFI) is working together with Government Departments and other agencies (IDA Ireland, Enterprise Ireland, Health Research Board, Irish Research Council and others), and the wider research and innovation community to ensure a coordinated and meaningful contribution to solving some of the challenges we are presented with during the current Covid-19 crisis.

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"The Bit Player"
19.00 | Iontas Theatre, Iontas Building, Maynooth University
A trailer and more information on the film are available at https://thebitplayer.com

Maynooth University Department of Mathematics and Statistics have special permission to show "The Bit Player", a film by Mark A. Levinson, which tells the story of Shannon and his discoveries.

Join us for a celebration of the 150th year of the Periodic Table!
10.00 - 11.30 | Callan Building: Lecture Hall CB8
Booking required. For more information of this event please see event page: https://bit.ly/2PwQpC5

We're celebrating the Periodic Table, at 150 years old it's still the most recognisable thing in Chemistry if not in all of Science. Come along to hear some fun and surprising facts about our favourite elements and to witness some memorable demonstrations.
Dr Denise Rooney and Prof Frances Heaney are teaching and research colleagues in the Chemistry Department in Maynooth University.
On the day, you will be met at the designated arrival point by University Student Ambassadors who will accompany you to the lecture venue. After the talk and Campus tour you will be accompanied back to the same point by our volunteers. If you are travelling by bus, parking for the bus will be provided.

Scientific Sue
9.30 - 14.00 | Location TBA
This event is invitation only.

ISTA Annual Science Week Table Quiz
18.00 - 20.00 | Class Hall F, Arts Block
This event is invitation only.

A Conversation with Des Traynor '03, Co-Founder & Chief Strategist, Intercom
18.00 | Eolas Foyer
To register please visit: https://bit.ly/34iFy38

So how does a Maynooth grad create a home-grown billion-dollar tech "unicorn"?
Join us for a special Maynooth Alumni 'In Conversation' evening on Thursday, 14th November, when Des Traynor (BSc 2003) reflects on his journey from MU to Silicon Valley. After co-founding tech company Intercom with fellow MU alumnus David Barrett '03 (and two others), Des has elevated the industry-disruptor messaging platform to unicorn status, becoming one of only 200 start-ups worldwide to be valued at more than $1billion.
Delving into that journey, Des's MU Computer Science grounding, and everything in between will be fellow Maynooth grad Andrew Parish (BSc 1991), a self-confessed entrepreneur, founder, CEO, investor, board member and business mentor.
If you've an entrepreneurial streak, are interested in the future of tech for business, where your CS, Engineering or Business degree might take you-or are just plain curious about the global ascent of Intercom, this evening is for you.

The Cosmic Web Seminar: The lecture focusing on the large scale structure of the Universe!
10.00 - 11.30 | John Hume Lecture Theatre 4
Booking is required. For more information on booking please visit event site: https://bit.ly/34gRlPj

How can we map the distribution of galaxies over thousands of millions of light years? What does the Universe look like on these scales? How did get to look like that? And how do we know?This talk will explain how astronomers and cosmologists have come together over the past couple of decades to make huge surveys of the Universe, revealing the existence of a complex but beautiful `Cosmic Web' with vast chains of galaxies strung out around immense dark voids. These observational breakthroughs have been mirrored by advances in theory and computer simulation that allow us to understand how this amazing structure was born 14 billion years ago in the Big Bang and has been growing and evolving ever since.Free and open to TY, 5th and 6th year students, this talk will be of particular interest in those interested astronomy, space, physics and the Universe itself!

Chemistry & Experimental Physics
in the Science Building

Biology
in the Callan Building

Join us for Robot Soccer!
in the Library. First match at 18.30, then 19.15 and finally 20.00. Tickets available in the library foyer.

Demonstrations in Computer Science, Electronic Engineering, Psychology and Maths & Statistics
in the Library Foyer

When is the Day After Tomorrow? - An introduction to tipping points in the climate system
19.30 - 20.30pm | CB8, Callan Buidling, Maynooth University, North Campus
This event is open to general public.

15 years ago film director Roland Emmerich released his fictional disaster film The Day After Tomorrow. The movie shows the effects of an abrupt climate change, namely the shut down or "tipping" of the Atlantic Ocean circulation, commonly known as Gulf Stream system, including e.g. cooling of the entire Northern Hemisphere, flooding of Manhattan and severe storms.

Even though most of the movie scenario is unrealistic and exaggerated, there is some truth behind it. The Atlantic Ocean circulation transports massive amounts of heat into the North Atlantic region and a severe slowdown would affect the whole Northern Hemisphere. Climate models predict that the currents will weaken under global warming and recent studies suggest that this weakening has already started.

This talk gives an introduction to tipping elements/points in the climate system and whether and if so, why we should care about them.

National Science and Ecclesiology Museum Open Night
18.30 - 20.30pm | St. Patrick's College

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Science Week 2019 runs nationwide from November 10th - 17th. All Maynooth University Science Week events are open to the public! Please find a list of Maynooth University Science Week Events below. You can also download our timetable here. Map of our campus here: Science Week Campus Map

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beliefin the unity and simplicity of Nature

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beliefin the unity and simplicity of Nature

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prima classificazione degli animali

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Reproduction in animals

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1.2 Scientific method

The scientific method is the basic skill process in the world of science. Since the beginning of time humans have been curious as to why and how things happen in the world around us. The scientific method provides scientists with a well structured scientific platform to help find the answers to their questions. Using the scientific method there is no limit as to what we can investigate. The scientific method can be summarised as follows:

1. Ask a question about the world around you.

2. Do background research on your questions.

3. Make a hypothesis about the event that gives a sensible result. You must be able to test your hypothesis through experiment.

4. Design an experiment to test the hypothesis. These methods must be repeatable and follow a logical approach.

5. Collect data accurately and interpret the data.You must be able to take measurements, collect information, and present your data in a useful format (drawings, explanations, tables and graphs).

6. Draw conclusions from the results of the experiment. Your observations must be made objectively, never force the data to fit your hypothesis.

7. Decide whether your hypothesis explains the data collected accurately.

8. If the data fits your hypothesis, verify your results by repeating the experiment or getting someone else to repeat the experiment.

9. If your data does not fit your hypothesis perform more background research and make a new hypothesis.

Remember that in the development of both the gravitational theory and thermodynamics, scientists expanded on information from their predecessors or peers when developing their own theories. It is therefore very important to communicate findings to the public in the form of scientific publications, at conferences, in articles or TV or radio programmes. It is important to present your experimental data in a specific format, so that others can read your work, understand it, and repeat the experiment.

1. Aim: A brief sentence describing the purpose of the experiment.

2. Apparatus: A list of the apparatus.

3. Method: A list of the steps followed to carry out the experiment.

4. Results: Tables, graphs and observations about the experiment.

5. Discussion: What your results mean.

6. Conclusion: A brief sentence concluding whether or not the aim was met.

A hypothesis
A hypothesis should be specific and should relate directly to the question you are asking. For example if your question about the world was, why do rainbows form, your hypothesis could be: Rainbows form because of light shining through water droplets. After formulating a hypothesis, it needs to be tested through experiment. An incorrect prediction does not mean that you have failed. It means that the experiment has brought some new facts to light that you might not have thought of before.

In science we never 'prove' a hypothesis through a single experiment because there is a chance that you made an error somewhere along the way. What you can say is that your results SUPPORT the original hypothesis.

In the analysis of the scientific method activity:

1. The question may already be answered in the literature, or there may be background research that you can build upon. It is also best to make a hypothesis, prediction and an experiment with as good an understanding of the topic as possible.

2. A controlled variable is one which you keep constant (controlled) so that it does not have an effect between readings. The independent variable is the one you change between collecting data points, while the dependent variable is the variable that changes as a result of a change in the independent variable.

It is important to identify all the variables that you think will have an effect on your investigation.

Firstly think of all the relevant variables you can change.

Secondly think of all the variables you can measure or observe.

Thirdly choose one variable to change (independent variable) which will have an effect on the one variable you can measure or observe (dependent variable).

All the other variables you need to keep constant (fixed/controlled variable).

Identifying a problem involves thinking about the world around you and a specific part of it that you don't understand.

A hypothesis is more formal, it is a prediction about that problem based on your current understanding and background research.

A scientific theory comes from an experimentally tested and proven hypothesis. It is repeatable and current data fits the theory.

4. Data may fit a hypothesis in a specific instance. That does not mean that the hypothesis is generally true. It is important to repeat the experiment to make sure that the experiment was not an anomaly. Before something becomes a scientific theory it must be tested repeatedly and be repeatable by different people.

Break into groups of 3 or 4 and study the flow diagram provided, then discuss the questions that follow.

1. Once you have a problem you would like to study, why is it important to conduct background research before doing anything else?

2. What is the difference between a dependent, independent, and controlled variable and why is it important to identify them?

3. What is the difference between identifying a problem, a hypothesis, and a scientific theory?

4. Why is it important to repeat your experiment if the data fits the hypothesis?

When the learners design their own experiment:

1. An example of a question that the learner might ask would be why do rainbows form?

2. Before beginning an investigation background research needs to be undertaken. Background research should always be referenced.

In this example the type of background research might include the particles found in the atmosphere, the diffraction of light through water and the different wavelengths of light.

3. Learners must write down a statement that answers their question. This is the hypothesis and should be specific, relating directly to the question they are asking.

In this example their hypothesis might be: Rainbows form because of the diffraction of light through water droplets in the atmosphere. If light is shone through water at the right angle a rainbow will form. Their hypothesis should be testable.

4. The learners should identify variables that are important in their specific experiment. For example, the temperature of the water, the type of light they use, the purity of the water, the angle of the light could all be variables in their experiment.

5. The learners should understand the difference between independent, dependent and controlled variables and be able to identify them in their experiment.

For example, the type of light might be controlled (sunlight). The temperature could be a independent variable (perform the experiment on different days with different temperatures). With the temperature as an independent variable then the angle the light comes out at could be a dependent variable, to see if there is a link. If the temperature is made a controlled variable on that day, then the angle could be the independent variable, and the shape and size of the rainbow would be the dependent variable.

6. The learner must design an experiment that accurately tests their hypothesis. The experiment is the most important part of the scientific method. These are all important concepts to know when designing an experiment:

The method should be written so that a complete stranger will be able to carry out the same procedure in the exact same way and get almost identical results.

The method must be clear and precise instructions including the labelling of apparatus, giving exact measurements or quantities of chemicals or substances to be used and making sure that all the apparatus used is listed.

The method must give clear instructions about/describing how the results should be recorded (table, graph, etc.)

The method should include safety precautions where possible.

7. The learner should present a one page experimental write up with an aim, the apparatus necessary, the method that will be followed. An example experiment is given here. Note that this is just an example, the learners could perform their experiment on anything.

Recording and writing up an investigation is an integral part of the scientific method. In this activity you are required to design your own experiment. Use the information provided below, and the flow diagram in the previous experiment to help you design your experiment.

The experiment should be handed in as a - page report. Below are basic steps to follow when designing your own experiment.

1. Ask a question which you want to find an answer to.

2. Perform background research on your topic of choice.

3. Write down your hypothesis.

4. Identify variables important to your investigation: those that are relevant, those you can measure or observe.

5. Decide on the independent and dependent variables in your experiment, and those variables that must be kept constant.

6. Design the experiment you will use to test your hypothesis:

State the aim of the experiment.

List the apparatus (equipment) you will need to perform the experiment.

Write the method that will be used to test your hypothesis

in bullet format

in the correct sequence, with each step of the experiment numbered.

Indicate how the results should be presented, and what data is required.

Reading instruments

Before you perform an experiment you should be comfortable with certain apparatus that you will be using. The following pages give some commonly used apparatus and how to use them.

Most rulers you find have two sets of lines on them. You can ignore those with the numbers spaced further apart. We only work in the metric system and those are for the imperial system. The closest together lines are for millimetres, the thicker lines are for and the thicker, longer lines with numbers next to them mark off every ( ).

A thermometer can have one, or two sets of numbers on it. If it has two sets of numbers one will be in Celsius, and one will be in Fahrenheit. We use Celsius, so you can ignore the side with a larger temperature range. In Figure 1.4 you can ignore the right-hand side. Looking on the left you can see that the red line (coloured ethanol here) is next to the fourth line above you can ignore the right-hand side. Looking on the left you can see that the red line (coloured ethanol here) is next to the fourth line above . Each small line is , so the temperature is .

Laboratory thermometers will go to much higher temperatures than those used for measuring the temperature outside, or your body temperature. It is important to make sure that the thermometer you are using can handle the temperature you will be measuring too. If not, do not use that thermometer as you will break it. Make sure your thermometer is upright whenever you use it in an experiment, to avoid incorrect results.

Different scales have different functions. However, a basic function of all scales is a tare button. This zeros the balance. It is important that you zero the balance before you take any measurements. If you are weighing something on a piece of paper you should tare the balance with the piece of paper on it, and weigh the substance. Make sure you check the units that your scale is weighing in. If you want your value to be accurate to then the scale must measure to that accuracy. A scale that measures in would be best.

A burette is used to accurately measure the volume of a liquid added in an experiment. The valve at the bottom allows the liquid to be added drop-by-drop, and the initial and final volume can be measured so that the total volume added is known. More information about burettes is given to you in your first titration experiment this year in Chapter 9.

The surface of the water (the meniscus) is slightly higher at the edges of a container than in the middle. This is due to surface tension and the interaction between the water and the edge of the container ( Figure 1.7). When measuring the volume in a burette (or measuring cylinder or pipette) you should look at the bottom of the meniscus. Where that lies is where you measure the volume. So in this example the meniscus is on the fifth line below the large line that represents . Therefore the volume is .

It is also possible that the liquid being measured has greater internal forces than those between it and the container. Then the meniscus would be higher in the middle than at the sides, and you would use the top of the meniscus to measure your volume.

A measuring cylinder is used to measure volumes that you want accurate to the nearest millilitre or so. It is not a highly accurate way of measuring volumes. The volume in a measuring cylinder is measured in the same way as for a burette, the difference is that in a measuring cylinder the smallest volume would be at the bottom, while the largest would be at the top.

There are two types of pipettes you might encounter this year. A volumetric pipette has a large bulb, marked with the set volume it can measure. Above the bulb on these pipettes there is a line. For a volumetric pipette, when the meniscus of your liquid sits on the line, then the volume in that pipette is .

A graduated pipette has the same type of marking you see on a burette. The top is , and the volume increases as you move down the pipette. In this pipette you should fill the pipette to near the line and make a note of the volume. You can then add the desired volume, stopping when the volume in the pipette has decreased by the required amount.

Performing experiments

A learner wondered whether the rate of evaporation of a substance was related to the boiling point of the substance. Having done background research they realised that the boiling point of a substance is linked to the intermolecular forces within the substance. They know that greater intermolecular forces require more energy to overcome. This led them to form the following hypothesis:
The larger the intermolecular forces of a substance the higher the boiling point. Therefore, if a substance has higher boiling point it will have a slower rate of evaporation.
Perform the following experiment that the learner designed to test that hypothesis.

Substance

Methylated spirits

Nail polish remover

Water

Ethanol

Boiling point ( C)

Initial volume (ml)

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The scientific method is the basic skill process in the world of science. Since the beginning of time humans have been curious as to why and how things happen in the world around us. The scientific method provides scientists with a well structured scientific platform to help find the answers to their questions.

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SAILS Inquiry and Assessment Units showcase the benefits of adopting inquiry approaches in classroom practice, exemplify how assessment practices are embedded in inquiry lessons and illustrate the variety of assessment opportunities and /or assessment processes available to science teachers.

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The objective of ESTABLISH is to support and extend the use of inquiry as a teaching methodology for Science at secondary school level across Europe. Uniquely ESTABLISH aims to create authentic learning environments, by involving all stakeholders in Science and Education to make this change happen in the classroom.