Primary Science Curriculum

Choose a topic (objective) from one of the strand units in the Primary Science Curriculum (DES, 1999) and describe how you would assess it in a way that ensures that the assessment is integrated seamlessly in teaching and learning science. Indicate what the focus of the assessment is in terms of the science concept AND skill(s). The topic chosen must not be a task included in Hands-on Science. Indicate what the focus for the assessment is in terms of science concept and skills.
In your answer refer to a) common prior conceptions (‘misconceptions’) children might hold within this strand unit and b) how this assessment approach could facilitate constructivist approaches to the teaching of science.
Please refer to at least three prescribed readings
A constructivist approach involves the construction of our own understandings based on the world in which we live in (Brooks, 1993) and our prior knowledge in a variety of areas. This essay will be based on a constructivist approach to teaching magnets in the primary science curriculum, aimed to eliminate any common misconceptions of the child and incorporate self-assessment as the method for assessment for the
I will use AfL strategies of questioning in this discussion with the children to indicate where their new knowledge may be of use to them outside of the class, ie. Where would you use a magnet outside of class?, can you get any bigger magnets than the ones we have in class today? Etc. The NCCA assessment guidelines (2007) invite children to probe and prompt children in their open ended questioning, ie. ‘’I wonder if everyone in this class has the same things on their maps’’, ‘’I wonder is there anything we could learn from listening to one each other’s findings’’. Preceding this, the children will discuss with their class mates any misconceptions they may still have, that they may be able to clear up, or perhaps something they did not uncover in their findings. This form of peer-assessment allows for informal learning, and shows children that they can assist one another, and they do not always have to come to the same conclusions in their topics to have the correct answer. When children have been given fair time to discuss and analyse their findings with their peers I will close the lesson by asking them to give me some feedback to ‘help me to teach them’ by using the traffic light method of assessment. This will be used to get an idea of any misunderstandings or confusion that may still exist among