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Create your own QR Codes

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Murphy (2003)

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Pollard's criteria: descriptive, dispassionate, discerning and diagnostic

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Hour of Code

This year, we're taking Hour of Code to new heights by offering coding opportunities that encompass both artificial intelligence (AI) and non-AI components.

Want to keep learning? Go beyond an hour

Teachers: Host an hour or read the How-To Guide

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Use computer science to explore and learn about AI!

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Observing the world around us...

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How to Make an Observation on iNaturalist using our Mobile App

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Redfern Electronics

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Connecting and programming a sparkle using Crumble board

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Children can link their ideas through the use of concept maps, concept cartoons or annotated drawings

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Coding is not difficult  || Bill Gates  || Mark Zuckerberg

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Foster inquiring minds, logical reasoning and collaboration skills

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Multimodality involves the complex interweaving of word, image, gesture and movement, and sound including speech... Bearne, E and Wolstencroft, H. (2007)

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Storybird  - an online story creator (a walk-through video)

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How do you light a bulb with a cell and wire?

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Harvard and MIT Graduates VS Light Bulb Challenge

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Three characteristics of effective teaching and learning are:

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Three characteristics of effective teaching and learning are:

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In planning and guiding children’s activities, practitioners must reflect on the different ways that children learn and reflect these in their practice. Three characteristics of effective teaching and learning are:

playing and exploring – children investigate and experience things, and ‘have a go’

active learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements

creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

(DfE, 2017, pp. 9–10)

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National Curriculum: Miles Berry on computing

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Mrs Gren

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Computing and ICT lesson observation guidance

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Computing and ICT lesson observation guidance

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Computational thinking

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Computing and ICT lesson observation guidance

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The Changing Seasons

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The Scottish Government: Curriculum for Excellence: Technologies

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The Scottish Government: Curriculum for Excellence: Technologies

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Principles and Practice

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curriculum for excellence technologies princples and practice

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The Scottish Government: Curriculum for Excellence: Technologies

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The Scottish Government: Curriculum for Excellence: Technologies

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Experiences and Outcomes

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Literature Review on the impact of Digital Technology on Learning and Teaching

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The eight components

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Children's misconceptions

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Abstract

This article explores in some detail the ideas and misconceptions about science that are held by learners (and even by experienced scientists and science teachers when they are working outside their personal areas of specialism) The nature of children's alternative ideas in science and how they can be probed are discussed. The importance of eliciting these ideas is emphasised and strategies to do this - such as talking, brainstorming, writing, word association, questionnaires, concept mapping, drawing, - are presented. Elicitation tasks that can be used by trainees in the context of ITT courses are discussed and exemplified. Clearly the role of language and the interpretation of its meaning by both teachers and learners is central to developing and implementing the ideas that are presented here in the classroom. A number of downloads are available that provide further supporting material for direct use of for adaptation. References to some of the more important literature are provided.

Standards that are particularly relevant to this section include Q4, Q7&8, Q10, Q14, Q18&19, Q22, Q25-29.

Keywords: Alternative conceptions, Constructivism, Elicitation, Language.

Contents

1.0 Introduction
2.0 Children's alternative ideas
3.0 Ways to probe pupils' ideas
4.0 The need to elicit children's ideas
5.0 Eliciting children's ideas
6.0 Elicitation tasks for trainee teachers

This section is based on Part II (esp Chapter 5 Children's ideas of the world) of Ross, K., Lakin, E. and Callaghan, P. (2004) Teaching Secondary Science. (Second edition) London: David Fulton. Price £17 IBSN 1843121441

1.0 Introduction

There is clear evidence that children develop frameworks of belief about natural phenomena that conflict with our accepted scientific understanding. Just as scientists' own understandings have undergone revolutions over historical time, so children's ideas will also change, over a much shorter time-span. It is difficult to teach children new ideas until we know the existing ideas they hold - these often appear to conflict with accepted scientific ideas and are described as 'misconceptions' or 'alternative frameworks of belief' (Driver et al, 1994). There may be many grains of truth in these 'alternative ideas' and we need to pay careful attention to what children say about their ideas in science.

This unit will suggest ways to alert trainee teachers to the literature describing these alternative ideas. To help trainees deal with these naïve ideas please see the unit entitled: "Active learning - pupils talking, reading and writing effectively in the classroom." Gordon Guest has written a detailed guide to a constructivist approach to teaching, provided here in a slightly edited version as download P4.1_1.0a 'Discussion of Constructivism'

2.0 Children's alternative ideas

Methods of teaching science which are based on the idea that pupils build up, or construct, ideas about their world are often called constructivist approaches. If we want pupils to understand and use scientific ideas their existing beliefs need to be challenged or extended. We cannot always replace their naive ideas, but we can encourage pupils to use the scientific ones when appropriate, and to show them the inconsistencies in many of their existing ideas. This unit examines:

ways to probe pupils' ideas

Sources of information about what these ideas are

Please see the unit on active learning for implicarions for teaching - there we discuss active learning approaches that allow pupils to reconstruct the scientific ideas.

3.0 Ways to probe pupils' ideas

Elicitation questions are used in schools to probe children's understanding. It is worth while getting your trainees to try the questions themselves - if they do happen all to agree, and you are happy with their responses, they can be asked to predict what pupils of various ages might say. If they disagree it is a chance to sort out their own misconceptions.

The university of Gloucestershire (GITEP Scheme) uses a set of such questions at (group) interview. The purpose here is not so much to test applicants' knowledge as to judge the quality of their explanation and listening skills. The group of three or four interviewees will argue for their answer, but will be persuaded by others' answers. Do they appreciate the grains of understanding in others? Can they see the conflicts in their own point of view? It tests both their listening skill and their ability to explain. See chapter 5 of Ross et al for a further set of questions with a commentary.

The full set of questions is available from ESCalate.

Perhaps the most useful source of questions, with a commentary, is Concept Cartoons. (Naylor and Keogh 2000). See the full details of both their web-based and book-based publications. For Key stage three the Strategy has produced some resources relating to misconceptions (Most schools will still have these materials). This is also available as download 3.0b 'KS3 Strategy on misconceptions'.

The research on misconceptions was reviewed in Driver et al 1994, and although this is nearly 15 years old, it is still an important reference source of naïve ideas which teachers need to look out for. For a review, and details see this link. On the primary front the SPACE project provides a similar comprehensive review of children's ideas. This is also available as download 3.0c.

The PowerPoint in download 3.0d is used by GITEP in Gloucestershire, for both primary and secondary trainees, to alert them to known misconceptions and to illustrate techniques to probing children's ideas. You will need to download the two mp3 sound files into the same folder as the PowerPoint file in order for the sound to play.

4.0 The need to elicit children's ideas

It may be somewhat depressing to find out how many pupils reach GCSE and even A-level standard and still answer the sort of elicitation questions mentioned in paragraph 3 in a naive way. However experience shows that these naive ideas are built up through common experiences and they can be very persistent. We need to find out what these ideas are and devise learning techniques that will challenge or reconcile the two views - the naive and the scientific.

Elicitation of ideas is important for two reasons. Teachers need to know where their pupils are, and pupils need to compare their existing ideas with the new ideas they are being taught, to enable these new concepts to be built firmly into their (new) understanding.

Previous research will tell us what we might expect, but not what is actually the case in our class. So what is needed are ways to bring ideas quickly into the open, so they can be built on or challenged.

5.0 Eliciting children's ideas
Probing the cognitive structure of the whole class through talking
Question, tell-each-other, vote

If previous research has already uncovered possible alternative ideas, we can use this method to provide a quick picture of where the pupils are.

Present the class with a multiple-choice question, in cartoon format if you wish, and give them 10 seconds with their neighbour (talk partner) to explain their choice (preferably in a whisper). Now take a vote on each alternative. This is more powerful, and quicker, than asking them to write, because talking is so much easier than writing if you need to clarify an idea.

At this stage simply thank the class and say we'll take another vote at the end. Assuming the class does display some misunderstandings we will need to set up discussions, videos, practical work, teacher explanations etc. to challenge them. Every now and then we say 'Several of you thought...who still thinks this way?' and if necessary get other pupils to explain the problem. Take the vote the same way at the end to enable the pupils to make a commitment to the new idea.

Brainstorm*

This is a similar technique, but useful if you are not giving suggested alternatives. Ask the pupils a question; allow 10 seconds for them to tell-each-other (as before, in pairs or threes) but now collect in the range of ideas. As each idea is suggested, write it on the OHP or whiteboard, and ask how many others thought that (this allows a tally to be made to find the most popular responses). The important thing is to accept every idea as of equal merit, which will encourage a full range of ideas. As the lessons progress you can show the pupils how their ideas shift (we hope!) towards the more scientifically acceptable ones.

*The term "brainstorming" has been accused of being politically incorrect and offensive to people with epilepsy. There appears to be little truth to this criticism. A survey in 2005 by the UK charity National Society for Epilepsy found that 93 per cent of people with the condition surveyed do not find the word offensive. From http://en.wikipedia.org/wiki/Brainstorming

Probing the cognitive structure of the whole class through writing

If you want a method of eliciting the ideas of the whole class, where you can link ideas to individual pupils, one of the following written methods will need to replace the much quicker 'tell-each-other' or 'Brainstorm' techniques above.

Word associations and definitions
Get pupils to write the word/concept in an oval in the centre of a page, and write a simple definition inside the oval. Round the outside write all the words and ideas that they think are closely linked to the word. (Sutton 1992, p. 61).

Questionnaires
The advantage of a questionnaire is that it can be administered to a large sample but it can require considerable reading and writing skill on the behalf of the student answering the questionnaire. If multiple choice questions are used they need to be based on interviews to generate the possible alternatives.

Concept mapping
This is a very powerful technique which can be used to find out pupils' initial ideas, but also can be used by them to modify or build on them during learning, and is discussed in Chapter 10 of Ross et al (2004)

Drawing, annotations, writing...
All the techniques we use to help pupils make sense of their learning may also reveal any remaining misconceptions. All these active learning tasks are reviewed in Chapter 10 of Ross et al (2004)

Everyday language and idiom
By listening to the way people talk we can often discover the 'accepted' everyday understanding typical of a culture. In everyday English we say 'it's burnt away', 'no animals allowed', 'light as air', 'heavy as lead'. All of these imply meanings for the italicised words that are not the same as their scientific meaning. It is almost certain that our pupils will use these words in their everyday sense (see grains of truth in Chapter 4 of Ross et al (2004)).

6.0 Elicitation tasks for trainee teachers

In our work (Gloucestershire GITEP) with trainee science teachers we ask them to interview a small group of pupils from a range of three ages to find out their existing beliefs (Download 6.0a). They have to provide a written evaluation of the exercise. We provide feedback to the trainees by means of numbered comments (Download 6.1), which have built up and evolved over the years. This feedback technique allows evaluative comments to be shared by the whole group, and it allows us to make detailed but very quick responses to trainees' written work.

Also attached is a very comprehensive paper by Gordon Guest (Download 6.0b) that he gives to his trainees to make them aware of the naive ideas that children may have. At the very end of the download is an assignment task for trainees, to undertake some elicitation in schools to enable them to get a feel for the reality of these alternative conceptions children have.

Material from this download (Download 6.0b) has also been used and expended upon in the " Subject Knowledge" section of this website, where we provide ideas on how to develop the subject knowledge of those entering teacher education.

Only when we know the ideas held by our trainee teachers can we begin to challenge them (where necessary). In their turn we need our trainees to identify the ideas held by their pupils so, as teachers, they can start to build on or challenge these ideas. That is the topic of the Active Learning section of this website.

Download P4.1_6.0a 'Interviewing children - Trainee task'Download P4.1_6.0b 'Alternative frameworks And Misconceptions in Primary Science'
References
Sutton, C. (1992) Words, Science and Learning, Buckingham: Open University Press
Ross, K., Lakin, E. and Callaghan, P. (2004) Teaching Secondary Science. (Second edition) London: David Fulton. ISBN 1843121441
Driver, R., Squires, A.,Rushworth, P. and Wood-Robinson, V. (1994) Making sense of Secondary Science: Research Into Children's Ideas, London: Routledge
Naylor, S and Keogh, B (1998) 'Concept Cartoons in science education' Sandbach: Millgate House Publishers
Other references are provided within the downloads

This Section prepared by Keith Ross, University of Gloucestershire

Published: 23 Oct 2005, Last Updated: 24 Sep 2008

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P4.1 Misconceptions and naive ideas of children

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Abstract This article explores in some detail the ideas and misconceptions about science that are held by learners (and even by experienced scientists and science teachers when they are working outside their personal areas of specialism) The nature of children's alternative ideas in science and how they can be probed are discussed.

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Getting Practical Framework (SCORE, 2011)

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Getting Practical Framework (SCORE, 2011)

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Practical work in science

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Getting Practical: a Framework for Practical Work in Science | STEM

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This booklet from SCORE aims to help teachers to recognise and plan for a wide variety of high quality science practical work, ranging from out of the classroom learning to opportunities for students to practise specific techniques and procedures. The booklet defines practical work in science and explains its purpose and importance.

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Investigations, theories and models

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A guide for primary teachers

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Home - The Children's University of Manchester

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The Children's University of Manchester has been designed to support KS2 (7-11) teaching and learning both in the classroom and at home. The resources can be used for whole class teaching with an interactive whiteboard and also for group, individual and homework sessions using pc, tablet or mobile devices.

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Inspiring pupils to think, learn and thrive in a digital world

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Barefoot Workshops

CPD Computational Thinking, Programming and Early Years Workshops are delivered by experienced volunteers via webinar. Workshops make it easy for schools to get started with Barefoot, giving them confidence in using Computational Thinking and Programming in Scratch.

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DISCOVER how Barefoot Computing is helping primary school teachers inspire and engage pupils to think, learn and thrive in today's digital world.

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Why & How?

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As with all good scientific investigations, eco-monitoring projects need to start with a question. This can come by asking children to look around their classroom, school and local community for environmental problems. Perhaps it gets too hot (or too cold) in the classroom at different times of the year. Maybe the teacher always puts the lights on or the data projector seems to be producing a lot of heat. Perhaps there isn't much protection from the sun in the playground, or it's near a busy road which produces noise and fumes. Is there a problem when parents drop children by car in the mornings or pick them up after school. All of these issues can be turned into questions which involve measuring something using a datalogger.

On the right is a list of questions investigated by children in the Bath and Hillingdon Eco-monitoring projects, with links to what they found out.

Is there too much carbon dioxide in our classroom?

Video of the children's photo-story

Y5 pupils at Bathwick St Mary Primary School in Bath decided to monitor carbon dioxide levels in their classroom at different times of day. They found that levels in the late morning rose to around 1600 ppm, well above the recommended level of 1000 ppm, which they decided was leading them to feel sleepy and lose concentration! Next, their eco-governor came to help them investigate possible changes they could make to reduce the build-up of CO2 levels. These included leaving doors and windows open, installing sucking and blowing fans, and thinking about portable air conditioning. At the presentation day, pupil questions raised the issue that, whilst effective, some of these solutions actually risked causing heat pollution in the outside atmosphere.

The children presented their findings as a photo-story (see right).
The teacher's project plan
How can we make our classroom cooler?

Many classrooms overheat in the summer. At St Anne's Primary School near Bristol, children wondered whether it made a difference to leave the door open (see graph on right):

'Our results show that in class 1/2J the temperature changed most so they must be the warmest classroom, because the heat from the classes beside it travels through the walls and warms up the class. 5/6SB was the coldest classroom because she didn't have the blinds open and the lights were turned off. The best class to be in in the summer is 5/6L because it was the coldest with the door open.'

At Hayes Park Primary School in Hillingdon children wondered whether the classrooms with air conditioning units would be cooler than those with fans. They measured the temperature at different points in each room. They found that there was a small temperature difference, but wondered whether it was sufficient to justify the extra cost and environmental impact of the air-con.

Do we really need the lights on?

Data from the light experiment

At St Bernadette's Primary School, Hillingdon, children discussed how they could use dataloggers to answer this question. They decided that the most important data would be the difference between the light levels with the lights on and off. If there was a great difference, perhaps the lights were needed. They found that some locations around the school needed artificial light for safety or to enable children to see their work clearly, but that others didn't.

In Hayes Park Primary, some rooms have sensors that automatically switch lights off when there is no movement in the classroom. Children wondered whether these really helped to save light. So they used dataloggers to measure light levels in classrooms with the different types of lights for thee days. They predicted that the light-sensor classrooms would have lower overall light levels than those with switches. Their findings were surprising:

'In the year 1 classes the light levels for the switch lights are lower than the sensor lights but in the year 6 classes it is the opposite. We think that the reasons why the year 6 classes are the opposite to year 1 classes results because in 6P (the class without sensors) it is in constant use, more than the other classes, as the majority of the house captains are in 6P. We have learnt that (though the evidence is not clear) lights that are activated through sensors don't always save energy (which is what they are designed to do).'

How polluted are the roads around our school?

At Holy Trinity Primary School in Hillingdon, children in the eco-club monitored carbon monoxide levels in the roads near the school at different times during the day.

The eco-monitoring team at Batheaston Primary School monitored temperature, carbon monoxide and carbon dioxide levels around the City of Bath. They planned to integrate several curriculum areas waithin the project:

Science: Gases around us

ICT: Environmental monitoring

ICT: Graphical modelling

English: Persuasive writing

Maths: Data handling

Geography: Use of maps

History: Changes in our local area

Art: Representing atmosphere and weather

Music: Creating a soundscape

Citizenship: Identify and discuss items in the news

Pupils planned the route and decided which data to collect - sound, temperature, carbon monoxide and carbon dioxide levels. Back in school, pupils researched background information on carbon monoxide and dioxide and their impacts on the environment; produced a book of photographs, data collected and interpretation; and produced posters to persuade fellow pupils and parents to reduce emissions.
Child's illustrated map of the pollution walk
How polluting are the teachers' cars?

Video of the teachers' car emissions enquiry

Children at St Bernadette's Primary School used the carbon monoxide monitor to measure the emissions coming out of teachers' cars. They predicted that:

Bigger cars would produce more carbon monoxide emissions.

Older cars would produce more carbon monoxide emissions.

They were surprised by their results. Larger engines seemed to produce more CO2 but age didn't seem to affect it.

How can we save energy in our school?

Children at Bishop Sutton Primary School near Bristol decided to mount a 'Powerdown' campaign - monitoring light and temperature levels around the school before and after a whole-school initiative to switch off unnecessary lights and electrical equipment. They produced a range of promotional posters and led an assembly to raise awareness amongst other pupils in the school. They also monitored the school's electricity usage and calculated the savings made. They shared their findings online at www.participateschools.co.uk by producing electronic posters.
View the electricity usage chart View the electronic posters
Children at Fromebank Junior School, Bristol, used maps of the school to plot areas to monitor, and timetabled the best times to record data, in small 'eco-teams'. Pupils then took photographs of appliances which were likely to produce light and heat pollution, designed and made posters and stickers to remind staff and other children to turn off lights and shut doors.

The pupils monitored light and temperature levels for another week, then compared the data from week 1 to week 2, noting a considerable reduction in energy use and corresponding changes in light and temperature levels. As a result of this project the school now has weekly eco-awards in during the 'Achievement Assembly', and Y5 pupils made suggestions to school council on how to make further energy savings.

How can we reduce noise pollution around the school?

Children measuring noise levels

At Christ Church Primay school in Hanham, near Bristol, Y5 pupils decided to monitor sound levels around the school, implementing changes to reduce sound pollution. They made predictions that Reception class would be noisy all day, whilst other classrooms would have highest sound levels when children were entering or leaving. Y6 they predicted would be quiet all day because of SATs revision! These predictions were largely confirmed by analysing the resulting line graphs, and children began to appreciate the value of dataloggers in producing graphs over a period of time which could 'tell a story'.

Children at Longwell Green Primary School near Bristol started their eco-monitoring project by making 'emotion' maps of the school, shading areas which they felt more or less comfortable with. They wondered whether these feelings were related to the ambient noise levels in different parts of the school. They planned a route for the data logging, making sure they walked past or through some of the main noisy and quiet areas. They walked the route five times at different times of day in order to see whether there were any differences. Children noticed that the classes that are closest to the playground or walk through corridors seem to be disturbed the most. They proposed the following solutions:

Have class corridor monitors that wear a sash and encourage people to be quiet in the corridor and tell the teacher anyone who isn't.

Remind children to walk quietly to and from the hall. The monitors could stand at the front and back of the line.

Teachers collect the children from KS2 assembly.

Cone off areas near KS2 classrooms to stop KS1 children banging on the classroom windows and playing near the classrooms where children are working.

Make posters for problem areas.

Data examples
Are playgrounds close to the road more polluted?

At St Philip's Primary School, Bath, children put one datalogger in the junior playground and one in the infant playground with a carbon monoxide sensor, for a whole school day. From the resulting graphs, they concluded that there was more carbon monoxide in the infant playground because it is next to the road, whilst there was no carbon monoxide in the junior playground from 10-11.30am because the playground is away from the road. The highest level was recorded at the end of the school day in the infant playground because lots of cars were coming to collect children from school.

What is the best habitat for pond creatures?

Using a temperature sensor

Y5 children at Cherry Gardens Primary School, South Gloucestershire, decided to link their school project to work in a local environmental education centre - Willsbridge Mill. At the request of staff at Willsbridge, they monitored the temperature at different depths in several local ponds - looking at effect of position, vegetation and depth of water on wildlife diversity.

Their visits also included monitoring a number of other environmental indicators around the site. The children drew a number of conclusions about the best habitats for wildlife within the Willsbridge ponds and wider site, making some recommendations for management of the environment.

See right for a video of presentation of pond project at children's science conference.

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As with all good scientific investigations, eco-monitoring projects need to start with a question. This can come by asking children to look around their classroom, school and local community for environmental problems. Perhaps it gets too hot (or too cold) in the classroom at different times of the year.

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QR Code tracking - http://www.tinyqr.com

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Create, manage and track your own dynamic QR codes using TinyQR.com. View pricing details.

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Step 1: Submit - Input a series of questions and answers

Step 2. Create - Get a QR code for each question

Step 3. Display - Put the QR codes around your school

Step 4. Begin - Students find and answer the questions

(Just cut and paste from a word processor or type directly)

(Automatically generated as text files to read via phones)

(Be creative - different sizes, different places!)

(The team with the most correct answers in the time available wins)

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QR Code Treasure Hunt Generator | ClassTools

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Produce a QR Code scavenger 'Treasure Hunt' - free and easy!

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DK Find Out! | Fun Facts for Kids on Animals, Earth, History and more!

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Visit DK Find Out! to learn about dinosaurs, space, animals, nature & more. Fun learning activities for kids with videos, quizzes & galleries at DKFindOut.com

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Computing programmes of study KS1 and KS2

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How sugar affects how you think...

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Nicole Avena: How sugar affects the brain

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When you eat something loaded with sugar, your taste buds, your gut and your brain all take notice. This activation of your reward system is not unlike how bodies process addictive substances such as alcohol or nicotine -- an overload of sugar spikes dopamine levels and leaves you craving more.

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Fantastic bank of 5 minute clips

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Cinematic documentary series looking at humans surviving in extreme environments.

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Science Programmes of Study KS1 and KS2