Barriers in Learning Science - Research Paper Example

Barriers in Learning Science Table of Contents I. Introduction ………………………………………………………………. 3 II. The National Curriculum for Science ………………………………….. 4 III. Science is Unique as a Curriculum Subject …………………………… 5 IV. A Specific Area of Science that is Appropriate for Students with Special Needs at Age 16+ ………………………………………………. 6 V. Three Barriers to Learning Science among the Special Needs Students Age 16 + and Strategic Ways on How these Barriers can be Removed …………………………………………….…. 7 a. Simplifying the Science Educational System for Students with Learning Difficulties …………………………. 7 b. Developing and Implementing a Personalized Approach for Students with Special Needs ……………….. 8 c. Special Needs Teaching Assistant Maintains an Active Participation in Teaching Science in Inclusive Schools … 9 VII. Conclusion ……………………………………………..………………… 10 References ……………………………………..………………………………… 12 - 13 Introduction Based on UK government policies, the educational framework found in the National Curriculum was developed to ensure that the learning standards of each student will sufficiently develop a certain level of understanding and learning major subjects like Science starting from a very young age. (National Curriculum, 2008) The national curriculum is generally divided into 4 key stages. An early learning program is designed for students between the child’s age of 3 – 5 years old. As soon as a child reaches the age of 5 to 11, 11 – 14, and 14 - 16 years old; all students will have to through Key Stage 1 & 2, 3 and 4 respectively.1 (Directgov, 2008) Basically, the National Curriculum for students between the age of five to 11 is designed for the primary school teachers whereas the National Curriculum for students between the age of 11 to 16 are meant to be used by the secondary teachers. (QCA and DfES, 2004) At the end of Key Stages 2 and 3, the students are required to participate in the national tests in English, Math and Science. Eventually, all students are required to take the GCSE exams or anything that is equivalent to the said exam such as the A levels or GNVQs by the time they reach the end of Key Stage 4. (Directgov, 2008a, b; Hays Specialist Recruitment, 2008) For this study, the researcher will discuss first discuss the national curriculum for Science followed by discussing the factors that makes Science a unique curriculum subject. Based on the researcher’s personal practice in teaching, the researcher will provide a specific area in Science that is appropriate for students with special need at age 16+. In relation to the fact that all students are required to take the GCSE exam at the end of Key Stage 4, at least three barriers to learning Science among students age 16 and up with special needs will be mentioned. Prior to the conclusion, the researcher will discuss some possible ways on how these barriers can be removed with the application of effective inclusive teaching strategies. The National Curriculum for Science Applicable to students between the age brackets of five to 16 who are currently enrolled in a ‘maintained’ or state school (Directgov, 2008); the National Curriculum indicates a list of specific topics wherein the school teachers are required to teach in class. The said curriculum gives the school teachers, students, parents, employers and the entire community an idea on what to expect a child to learn in a Science class. (Blunkett & Stubbs, 1999) As part of the teaching and learning process, the educational content for Science sets a precise attainment target for learning as well as the mandated assessment and recording method. Science at Key Stages 1, 2 and 3 are designed to enable the students to develop four major aspects of Science. Aside from teaching the students with proper communication as well as the importance of health and safety in Science, the four major aspects of Science known as: (1) scientific enquiry; (2) life processes and living things; (3) materials and their properties; and (4) physical processes are also highlighted to enable the students to meet the attainment targets for Science. (QCA and DfES, 2004: 6) Upon reaching Key Stage 4, the National Curriculum for Science students shifts the focus of the study in understanding: (1) the nature of science; (2) the practical and enquiry skills; (3) communication skills; and (4) the important uses of Science. (QCA and DfES, 2004: 7) As part of the Key Stage 4 in Science curriculum, students are expected to learn the proper ways of gathering scientific data; interpret the data; as well as the use of scientific theories to explain different phenomena. In order to empower the students to effectively interpret and response to questions related to Science, teachers are encouraged to develop the students’ communication skills, knowledge on technical and mathematical matters, including the application of the information communication technology (ICT) tools such as the use of spreadsheets or the internet as a useful way of conducting a thorough research in solving a Science questions. (QCA and DfES, 2004: 37 - 38) Among the specific Science topics that students are expected to learn includes: (1) organisms and health; (2) chemical and material behavior; (3) energy, electricity and radiation; and (4) environment, Earth and the universe. (QCA and DfES, 2004: 38) Science is Unique as a Curriculum Subject As a national curriculum subject, Science as a curriculum subject is a unique because of it provides the students with a well-justified scientifically proven basis of knowledge and understanding. (Association for Science Education, 2007: 1) In general, Science as a subject is very broad. Since Science teaches the students with important concepts related to Biology, Physics and Chemistry among others, this subject triggers the students’ curiosity with regards to phenomena and different practical experience that occurs around them. (Crick Primary School, 2008; QCA and DfES, 2004: 15) In fact, Science stimulates the students’ curiosity with regards to several issues related to the real world such as the impact of scientific concepts and ideas in today’s rapid technological changes in the business world or in the field of medicine. As part of giving importance to Science subject, the students are expected to be able to develop both their critical and creative thinking. Aside from enabling the students to learn the different theories related to Science, this subject also allows the students to actively engage in many levels of scientific-based experiments and practices within the school laboratory. (Association for Science Education, 2007: 4) A Specific Area of Science that is Appropriate for Students with Special Needs at Age 16+ Students with special needs or mild difficulties in learning related to emotional, behavioral or physical aspects are mostly taught Science within the mainstream schools.2 (Hays Specialist Recruitment, 2008) Since these students have a slower learning capacity as compared to the students with normal learning capabilities, the Special Educational Needs Co-ordinators (SENCOs) are responsible in monitoring the Science learning progress of these students with the use of an Individual Education Plan (IEP). Basically, students with and without learning difficulties who are enrolled in an inclusive school are required to learn Science topics that are stipulated in the National Curriculum. Even though there are a lot of learning barriers that could prevent the learning progress of students with special needs, there is a strong need for each Science school teachers to effectively develop new strategic ways that could enhance the learning capabilities and experiences of these students. Three Barriers to Learning Science among the Special Needs Students Age 16 and up and Strategic Ways on How these Barriers can be Removed Simplifying the Science Educational System for Students with Learning Difficulties Students with special needs are expected to have difficulty understanding complicated topics related to Science. In relation to this matter, one of the best strategies that could effectively remove the barriers to learning Science among the students with special needs is to simplify the entire educational system. (Department for Children, Schools and Families, 2008) Science teachers in an inclusive school may face a little problem when it comes to balancing their time and attention to students with and without learning difficulties. For this reason, it is advisable to encourage the local school teachers to develop and implement a step-by-step Science learning instructions and procedures that could make the learning process much easier for students with special needs to cope with the teaching demands in class. For instance, the use of ATPaks or “Attainment Taget Packs” are educational supplies that are designed to effectively support the learning needs of students with learning difficulties. Basically, the ATPak is a ready-to-use Science curriculum resources based on the National Curriculum level p5 to 1a and up. (ATPak, 2008a) Since ATPak is reusable by the students, Science teachers will save a lot of their valuable time in developing learning materials for the students with special needs. (ATPak, 2008b) Developing and Implementing a Personalized Approach for Students with Special Needs It is possible for some students with learning difficulties to become de-motivated with their studies after receiving continuously unsatisfactory marks in school. Since the learning capabilities of those students with and without special needs are different from one another, it is advisable for teachers that practice the concept of educational inclusion to develop a different set of learning assessment tools and methods or by extending a special project to encourage these students to exert more time and effort in learning Science. (Department for Children, Schools and Families, 2008) Designing a more personal approach to teaching could help more students with special needs to receive the necessary learning support from their Science teachers. (Qualifications and Curriculum Authority, 2007) In the process, these students could have new learning experience that could motivate them to become creative and more flexible when it comes to learning Science-related topics. Some students with special needs have cognitive problems whereas other students have physical or sensory impairments, behavioral abnormalities or emotional difficulties. Depending on the specific areas that hinders to a students’ learning process, Science teachers should be able to directly address the main causes of each students’ learning problems. For instance, Science teachers should be able to understand the factors that has affects the emotional difficulties of a student. By doing so, the teacher will be able to think of a more effective strategy on how to convince the student to pay more attention in class as well as increasing their personal learning interests on Science. Special Needs Teaching Assistant Maintains an Active Participation in Teaching Science in Inclusive Schools Since school teachers are responsible in making sure that the entire class follows the national curriculum for Science, it would be difficult to ensure that both students with and without learning difficulties will be able to learn all the Science topics as indicated in the National Curriculum because of the differences in the learning pace of each student. In relation to this matter, the special needs teaching assistant should maintain an active participation in monitoring and assisting the learning needs of the students with learning difficulties. Basically, Key Stage 4 in Science curriculum provides the students with stimulating and challenging learning opportunities, the special needs assistant should assist the students with learning difficulties to recall the previous topics that were discussed inside the classroom and help them apply the past Science knowledge and skills into a new learning situation. (Qualifications and Curriculum Authority, 2008b) In the process, the special needs teaching assistant may use some video clips, CD-ROMs, software simulations or other related visual aids and photographs to help them recall the previously discussed topics. Conclusion The National Curriculum serves as a framework on what to expect the Science students to learn in class. As part of the curriculum, specific science-related topics are identified based on the level of ‘key stage’ and year level completed in school. Using the national curriculum as a framework, each school is responsible in developing a useful strategy on how the school staff could effectively organize the actual school curriculum for Science which incorporates the following: (1) general teaching requirements specified for inclusion; (2) the use of the English language; (3) the concept of health and safety; and (4) the application of information and communication technology (ICT). (Blunkett & Stubbs, 1999: 6) Since students with and without learning diffulties requires a different level of learning support from the Science school teachers, there is a strong need for each school to encourage the teachers to be more flexible in managing the learning needs of each student. For instance, students with special needs particularly in cognitive problems should be monitored closely as compared to students with normal academic achievements. Therefore, the school teacher must assign the special needs teaching assistant to focus most of their time and educational support to these types of students. There is also a strong need for the Science school teachers to develop a new set of learning assessment for students with learning difficulties. This type of assessment should be designed by considering the learning potentials of the students with special needs. By doing so, Science school teachers could avoid de-motivating the students with special needs to actively participate in class. Lastly, educational supplies that are designed for students with learning difficulties can be used to support the learning needs of students with learning difficulties. In the process, Science teachers and the special needs teaching assistant could maximize their available time and energy to provide the necessary educational support for students with special needs. Table I – The National Curriculum Key Stages Age Stage Year Assessment 3 – 4 Foundation 4 – 5 Reception 5 – 6 Key Stage 1 Year 1 6 – 7 Year 2 Teacher assessment in English, Maths and Science 7 – 8 Key Stage 2 Year 3 8 – 9 Year 4 9 – 10 Year 5 10 – 11 Year 6 National test and teacher assessment in English, Maths and Science 11 – 12 Key Stage 3 Year 7 12 – 13 Year 8 13 – 14 Year 9 National tests in English, Maths and Science; and teacher assessment in other foundation subjects 14 – 15 Key Stage 4 Year 10 Some students take GCSEs 15 – 16 Year 11 Most students take GCSEs or other national qualifications Source: Directgov, 2008 References: Association for Science Education. (2007, April). Retrieved March 30, 2008, from QCA Secondary Curriculum Review, Science KS3 Programme of Study A response by The Association for Science Education: http://www.ase.org.uk/htm/homepage/homepage_pdfs/QCA%20Secondary%20Curriculum%20Review%20ASEresp.pdf ATPak. (2008a). Retrieved March 31, 2008, from Ready to Use Curriculum Resources for the p Scales: http://www.atpak.co.uk/science.html ATPak. (2008b). Retrieved March 31, 2008, from Welcome to the Official ATPaK Website : http://www.atpak.co.uk/index.html Blunkett, D., & Stubbs, W. (1999). Department for Education & Employment and Qualifications & Curriculum Authority. Retrieved March 30, 2008, from Science: The National Curriculum for England: http://www.nc.uk.net/nc_resources/html/download/cSci.pdf Crick Primary School. (2008). Retrieved March 30, 2008, from Curriculum: http://www.crick.northants.sch.uk/assets/files/general%20docs/Curriculum.pdf Department for Children, Schools and Families. (2008, March 31). Retrieved March 31, 2008, from New Streamlined Qualifications System will Provide Clarity for Young People, Parents and Employers: http://www.dfes.gov.uk/pns/DisplayPN.cgi?pn_id=2008_0062 Directgov. (2008a). Retrieved March 29, 2008, from Understanding the National Curriculum: http://www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/ExamsTestsAndTheCurriculum/DG_4016665 Directgov. (2008b). Retrieved March 31, 2008, from National Curriculum Teacher Assessments and Key Stage Tests: http://www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/ExamsTestsAndTheCurriculum/DG_10013041 Hays Specialist Recruitment. (2008). Retrieved March 31, 2008, from National Curriculum: http://www.hays.com/education/education-national-curriculum.aspx National Curriculum. (2008). Retrieved March 30, 2008, from Purpose of the Curriculum: http://curriculum.qca.org.uk/aims/index.aspx#page2_a QCA and DfES. (2004). Retrieved March 31, 2008, from The National Curriculum for England - Revised 2004: http://www.nc.uk.net/nc_resources/html/download/260943_Science_Web.pdf Qualifications and Curriculum Authority. (2007, October 2). Retrieved March 31, 2008, from Personalising the Curriculum for 14 - 25s with Learning Difficulties: New Opportunities, Broadening Horizons: http://www.qca.org.uk/qca_13985.aspx Qualifications and Curriculum Authority. (2008b). Retrieved March 31, 2008, from Science: Key Stage 4 - Opportunities and Activities: http://www.qca.org.uk/qca_1868.aspx Read More