An excellent primary science teacher should have a good understanding of both subject knowledge (SK) and pedagogical content knowledge (PCK).
In this section we will explain about the merits of enhancing SK and PCK, and how we can support you in this.
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CPD for primary teachers
Subject knowledge
Subject knowledge (SK) is the understanding of the content or ‘what’ is being taught. Primary science content can be broken into the three science areas: biology, chemistry and physics.
Chemistry at primary level – sometimes referred to as ‘materials’ – can be divided into four main topics:
Subject knowledge is also the understanding of the scientific method, and being able to think critically – like a scientist.
Support for developing your subject knowledge
What we do:
The Primary resources area of LearnChemistry has over 120 resources that are relevant to primary science and chemistry, many of which will help you develop your subject knowledge. These resources include That’s Chemistry, which covers subject knowledge of key areas of primary chemistry, as well as suggesting possible activities to carry out with your students.
What's out there:
ASE subject knowledge support: The Association for Science Education (ASE) provide several webpages and downloadable resources that are designed to support you in developing your primary science subject knowledge.
Subject knowledge enhancement (SKE) courses: A number of SKE courses are available via different providers. These include:
- Face-to-face courses, such as those run by STEM learning
- Universities and teaching training colleges – for example, the Institute of Education
- Online courses, such as those created by TES or TigTag
Self-study materials: Various self-study materials are available that can come in a variety of formats, including textbooks, journals and articles, webpages
Pedagogical content knowledge
Pedagogical content knowledge (PCK) is the knowledge of ‘how’ to teach your subject – it’s sometimes referred to as subject-specific pedagogy.
PCK constitutes an understanding of students’ misconceptions, how they have arisen and how best to address them; being able to contextualise content with relevant real-world examples, in order to make the subject more relatable; effective questioning to make your teaching responsive, amongst other things.
Importance of pedagogical content knowledge
By developing your PCK, you will:
- gain a better understanding of your subject
- be able to communicate key concepts and ideas to students using a variety of effective methods
- gain a better understanding of the benefits and drawbacks of these methods and when to employ them in your teaching
- be aware of the common misconceptions and issues students may have when learning a subject
- have an understanding of why these misconceptions may have arisen and how best to address them
- improve your teaching practice – along with your students’ learning and progress.
Support for developing your pedagogical content knowledge
What we do
We have a teacher support page on Learn Chemistry, which is a collection of resources that are intended to support your PCK development. Examples of the resource in this collection include:
Talk for primary science videos: A series of videos, produced with Millgate House Education, that look at different forms of exploratory talk in primary science, with the purpose of encourage constructive talks and for children to lead on investigative activities. Topics addressed are using sensory stimuli, stories, puppets and concept cartoons.
Science ideas webs: These are medium-term, cross-curricula planning tools. The webs provide suggestions on how to embed science in cross-curricula topics – such as the Romans, World War 2, the Stone Age and space – using relevant, scientifically accurate links. Additionally, suggested questions for students are provided for each suggested link are included.
Primary science demonstration videos: These are videos that provide numerous simple demonstrations and experiments that can be done in the classroom. The videos also discuss the scientific concepts that underlie the activities and the type of questions students may have.
What other support is there?
PCK support from ASE: The Association for Science Education (ASE) provides a variety of different services for developing primary science teaching practice. These include TeachMeets, where teachers come together to network and share best practices, and regional events including conferences. They also produce journals, magazines and other publications to keep you up to date with what’s going on in primary science.
PCK support from STEM learning: STEM learning has a variety of courses available throughout England that are designed to help develop your science PCK and teaching practice.
PCK support from SSERC: The Scottish Schools Education Research Centre (SSERC) offers a variety of courses designed to improve your teaching practice, and run GlowMeet Cookalongs, where schools take part in a live, web-based event, using free resources that are posted to schools in advance.
Local CPD providers: To get more information on support in your area, get in touch with your local authority or your local science advisor or consultant. Many of these advisors are have NAIGS membership with ASE and / or work with STEM Learning as consultants.
Leadership in primary science
We actively support the Primary Science Quality Mark ® (PSQM) – an award scheme designed to enable primary schools across the UK to evaluate, strengthen and celebrate their science provision. In 2015 we supported 20 schools in achieving their PSQM award, and in 2016 we supported over 100 schools across 17 hubs to complete PSQM.
How to develop your leadership
We believe the process outlined by PSQM – of creating an audit of the existing science provision; creating and implementing an action plan to develop all aspects of science teaching and learning; and completing a reflective summary with demonstrative evidence – is an effective way of developing your leadership.
Also, the criteria provided by PSQM, provides a thorough framework of ways to improve your science leadership.
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