This unit has been created by Natasha Serret, King's College, London, Anne Robertson, London Borough of Hammersmith & Fulham and Sue Sissling, London Borough of Harrow.

'Let's Think through Science' is intended to develop thinking in pupils aged 7 - 9 years. It comprises 15 lessons based on science topics frequently taught in years 3 and 4. The lessons can be implemented in primary classrooms, using equipment and resources that are available in most schools and within the time usually allocated for science.

The 'Let's Think Through Science' lessons present opportunities for pupils to work and think together in groups about challenges and problems. They are intended to develop thinking skills such as classifying, grouping and sequencing, in the context of science related content. Teachers use a range of questioning skills and strategies for facilitating group work to encourage effective participation, discussion and collaboration by all pupils. Links are made to prior learning and pupils are encouraged to reflect on how they have learnt and worked together.

Science demands some special types of thinking, such as classification and causality. Children can be shown how to develop these types of thinking, which underlie all science curriculum work.

"Let's Think Through Science!" is all about developing this thinking. There are fifteen activities and two starter activities, covering a range of types of thinking in the context of primary science.

 

About the programme

The 'Let's Think through Science' intervention programme was developed over 2 years, between 2000 and 2002 in more than 30 schools from the London borough of Hammersmith & Fulham and London borough of Harrow, co-ordinated by the Centre for Advancement in Thinking at Kings College, University of London.

The programme was originally known as CASE (Cognitive acceleration through science education) at Key Stage 2 in its development phase and was based on research evidence that suggested children's thinking can be improved through programmes of structured learning activities and specific teaching approaches. Cognitive acceleration intervention programmes have shown raised attainment of pupils at various ages over a number of years.

Early evaluations of the programme describe a positive impact on the quality and nature of learning, and significant developments in teaching practice. Research into the effect of the development of thinking through the programme is ongoing.

This unit will introduce you to the theoretical principles of CASE (Cognitive Acceleration Through Science Education) and then show you how this intervention can enhance the teaching and learning of primary science.

Move on