Food Science Education

The Royal Society promotes excellence in the teaching of the sciences, mathematics and computing and supports teachers to be part of the scientific community. Shulman identified the importance of both content knowledge and pedagogical content knowledge to teacher education. Pedagogical content knowledge is important because it allows teachers to transform their ‘content knowledge’ into something that pupils can learn from. Although we think about content knowledge and pedagogical content knowledge separately, the latter depends on the former. Systems are in place to support teachers to make accurate decisions when assessing pupils’ work. This includes supporting primary teachers with statutory teacher assessment of science at key stages 1 and 2.

Curriculum materials, such as textbooks and worksheets, play an important role in implementing curriculum intent. The quality of these resources, and how they are used, can either support or undermine curriculum coherence. For example, there is a growing trend of using websites to provide curriculum resources. Websites usually include only smaller units or activities, meaning that a fully resourced curriculum will likely use resources from many different places. The curriculum anticipates where pupils are likely to hold misconceptions.

This means that as pupils travel through the school curriculum, they need to build their knowledge of scientific concepts and procedures. By doing so, pupils can reason scientifically about phenomena with increasing sophistication and can use their knowledge to work scientifically with increasing expertise. Second, the limited capacity of human working memory means that the curriculum should break down complex concepts and procedures into meaningful ‘chunks’ of content. These ‘chunks’, or components, can then be sequenced in the curriculum over time. This allows pupils to successfully build knowledge of science concepts and their relationships over multiple years, without working memory being overloaded. There are at least 2 important implications of this research for establishing our understanding of a high-quality science education.

If science kits are used, they help achieve the curriculum intent and the activities themselves do not become the curricular goal. The component knowledge pupils need in order to read, write, represent and talk science is identified and sequenced. The BEST resources can be used with your existing scheme of learning, if desired. SAGE Knowledge is the premier social sciences platform for SAGE and CQ Press book, reference and video content.

To be most effective, research shows that retrieval practice should always be followed with feedback so even incorrect answers can be correctly retrieved in the future. Systematic approaches, alongside carefully selected texts, are used to teach the most important vocabulary in science. Pupils are not expected to arrive at scientific explanations by themselves without sufficient prior knowledge.