Knowledge and Understanding of Science

Knowledge and Understanding of Science was a series of five books written to help teachers in primary schools with background understanding of science. The books deal with the topics in physical science which generally cause the greatest difficulty to primary teachers: Forces, Energy, Chemical changes, Genetics and ecology, Electricity and magnetism. Published in 1991-4 by the National Curriculum Council (the body at the time responsible for implementing the National Curriculum at the time) the guides provide professional development activities for use either by teachers alone or working in groups with colleagues.

[b]Aim[/b]
It was intended that after working through the text and successfully completing the assessments, teachers would have covered those aspects of the topics described in the programmes of study for Key Stages One and Two of the National Curriculum. The purpose of the material was to extend teacher knowledge and understanding; it was not suitable for direct use in the classroom.

[b]Context[/b]
From 1989 primary teachers were required by the National Curriculum to teach science to children through the primary years. It was well known that prior to the National Curriculum many primary teachers focused on biological topics and neglected physical science topics through lack of personal knowledge and understanding. At the same time as professional development courses in science were being run, these guides were additional help that could be used by teachers unable to attend courses.

[b]Approach[/b]
The five books were produced by groups of science educators experienced in primary science curriculum development, knowledgeable in science and familiar with the relevant research. The material was trialled and revised before publication. It was intended that that the books could be used in various ways, as part of individual study, school-based staff development, INSET courses or initial teacher education.

It was suggested that teachers needing to refresh their understanding could move quickly through the book by reading the 'what the scientists say' and 'further thoughts' in blocks of text found at the end of each section. Teachers who wished to deepen their knowledge and understanding were advised to work systematically through the sections, which was likely to take about 15 hours for each book.