Working Scientifically Resources: Part 1

Working Scientifically is the overarching concept in the new science syllabi produced for schools (although the K-6 syllabus needs to emphasise this more). If you look at the organisation of the 7-10 syllabus you can see that Working Scientifically encompasses both the Focus Areas and Depth studies. This article is the first of four which I hope will help teachers that need to clarify their ideas so that the Working Scientifically skills can be integrated into science lessons. We tend to concentrate on the content material rather than the skill and I hope these articles will bring a better balance so that Working Scientifically skills are developed as content is taught in science classrooms. NOTE: Just because a skill is not mentioned in a Focus Area does not mean that it can’t be developed during lessons in that Focus Area.

The four part series will include:

• Term 1 Observing, questioning, predicting
• Term 2 Planning investigations, conducting investigations
• Term 3 Processing data, processing information, analysing data, analysing information
• Term 4 Problem solving, communicating

I would like to pose a question: How do we learn and develop a skill? If you are like me, you need to first learn the various aspects of the skill and practice each aspect several (or many!) times in order to master that particular skill to perform the skill with competence. Can students learn and develop a skill with competence with just one try at a Working Scientifically skill? No. We need to allow students to practice Working Scientifically skills over as many relevant lessons as possible so that they can become competent in that skill.

It is very important that we allow students time to develop their Working Scientifically skills as we work through the new syllabi – Primary, 7-10 and Stage 6.

Observing

The skill of observation is the essential part of Working Scientifically because it is the only way that we can gather information. Our five senses are the parts of our body that are involved in the gathering of information from our surroundings. We need to teach students that we can gather information using each of our senses: sight, smell, touch, hear, taste. When teaching give examples of how we use each sense to observe the world around us.

Now I want to expand the Stages 4 & 5 Observing outcomes.

Stage 4 dot points

The Focus areas including this skill: Observing the Universe, Cells and Classification, Change

• Make observations using the senses to compare properties of objects, living things and events
• Demonstrate competency when using scientific equipment to make observations
• Make relevant observations and measure quantities, including length, mass, temperature and volume
• Make a series of observations and measurements that are appropriate to answer a question that has been posed

Using senses: Note the variety of things need to be observed; Objects: I have used feathers and science equipment (Yr 7). Living things: I have used dead (I know not living!) insects and plants in the playground. Events: I have used events such as a swimming and/or athletics carnival as well as the classroom environment.

Using Scientific equipment: This requires a good introduction to the lab equipment and the purpose of each, many of which are used for measurement, but others are used to heat materials, break up solids or dispense liquids. The use of the word competency in the dot point means correct use of a piece of equipment. I have used this when introducing the Bunsen burner and/or measuring cylinder to Year 7 during their first few weeks of Science classes.

Using measurement equipment to measure quantities: Obviously this relates to the above information, but this dot point requires competency of equipment that measures Length e.g. rulers, tape measure, maybe a vernier calliper. Mass e.g. balances, spring balance. Temperature e.g. Thermometer Volume e.g. measuring cylinder, graduated flasks and beakers. pipettes.

Observations and measurements to answer a question: This dot point uses the above dot point skills and also links with the next Working Scientifically skill. See Questioning

Stage 5 dot points

The Focus areas including this skill: Energy, Reactions

• Select and use equipment correctly, including digital technologies, to make observations to increase the accuracy of measurements appropriate to the task
• Make a series of observations with precision

Selecting and Using equipment correctly, include digital technologies, to increase accuracy: This uses the observing skills in Stage 4 and increases the accuracy of any measurements taken during Stage 5. Note also that if students haven’t used some digital technologies, use digital instruments to compare measurement accuracy.

Observe with precision: Accuracy refers to how close a measurement is to the true or accepted value. Precision refers to how close measurements of the same item are to each other. The difference between these two terms is important for students to understand as they collect data from investigations. Use the diagram below to help explain the concepts and try to think of other relevant examples, such as measuring several masses of the same value or giving a value for a measuring cylinder measurement and having students measure several times for accuracy and precision.

Questioning

This skill is an important aspect for setting up a science investigation. You will notice that in Stage 4 it is important to identify a question that can be tested whereas in Stage 5 students should be able to formulate questions that can be tested. We all know how to ask a question but a testable scientific question is a bit different and requires some breaking down so it can be tested.

Stage 4 dot points

The Focus areas including this skill: Forces, Living systems

• Identify questions and problems that can be investigated scientifically

This dot point requires students to understand the concept of a FAIR TEST when doing a science investigation. When developing a fair test the variables must be identified. These are the independent variable, dependent variable and controlled variables. I tend to use the following to help students understand variables.

Examples can then be given like growth of a plant using different amounts of water (change amount of water, measure growth of plant, same type of plant, same soil, same size of pot, same environment, etc.

Stage 5 dot points

The Focus areas including this skill: Reactions

• Formulate questions or hypotheses that can be investigated scientifically

This dot point allows students to develop their own testable questions as part of developing a Depth Study or other investigation during Stage 5. The better the understanding of a fair test in Stage 4 the easier it will be for students to develop (formulate) their own question for an investigation.

Predicting

Predicting is a future event. It is based on the question that is asked for a scientific investigation. A prediction is based on a hypothesis for the investigation. The hypothesis is an idea of how the investigation will work while a prediction is a statement of what will happen based on the hypothesis. The hypothesis and a prediction always are made before the investigation starts. Another term that is associated with prediction is inference. An inference is a possible explanation for an observation but not a prediction of what will happen.

Stage 4 dot points

The Focus areas including this skill: Forces, Living Systems

• Make predictions based on scientific knowledge and observations

Note that this dot point is based on information gained in science lessons and various investigations as the syllabus is covered in Stage 4. This should not be a one-off occurrence in a year but a continuous teaching point just as any Working Scientifically skill should be.

This dot point leads to the development of a hypothesis for an investigation. In order to form a hypothesis a student must have formed the independent variable (IV) and dependent variable (DV). The hypothesis can then be formed. For example ‘If a plant is given more fertiliser (IV) then a plant will grow faster’. So if you take 3 of the same plants in the same conditions (Controlled variable) and give those 3 plants different amounts of a fertiliser (IV -changed) and measure the growth (DV – measure) over a period of time, you can prove or disprove your hypothesis.

Stage 5 dot points

The Focus areas including this skill: Reactions

• Predict outcomes based on observations and scientific knowledge

This dot point for Stage 5 is important even though it seems the same as Stage 4 because this is now asking students to be confident in their predictions in a scientific investigation. Stage 5 is a time when students can start to plan their own, or a group, investigation. This should be seen during the development of a Depth study.

For NESA Working Scientifically Processes guide see https://curriculum.nsw.edu.au/learning-areas/science/science-7-10-2023/teaching-and-learning

See also this article under Latest News and Articles on the STANSW website:

“Prioritising the Working Scientifically processes and programming for a continuum of skill development”  

Stay tuned for Term 2 SEN: planning investigations, conducting investigations.