New Perspectives in Science Education

Teachers of Science in primary and secondary schools often remark on how  some learners, especially those on the Dyslexia Spectrum, are able to “talk and think” science at an ability appropriate level but then struggle to record and spell at the same level of competence.  This paper examines the impact of cognitive overload (1. Springer et al 2011) on scientific writing and spelling and recommends a number of evidence validated approaches to reduce cognitive load that can be implemented by all teachers, without specialist training.  The power  of writing scaffolds and frameworks( 2.Warwick et al 2010) is discussed, together with suggestions for very practical strategies for their use in the inclusive classroom.  Issues around the sequencing and development  of ideas are also addressed though step by step multi-sensory approaches which empower learners to match oral fluency in their writing  These principles are based around the concept of mastery learning (3. Hattie J 2008) and the importance of “right first time” strategies when learners meet new concepts and skills for the first time.  Recognising the importance of accurate spelling of complex jargon words, the paper selects key aspects of higher-level phonics, specifically the rules of syllabification (4. Mackay 2015) which enable non-SEN class teachers to teach, consolidate and reinforce “scientific spelling”.   The power of retrieval (5. Karpicke et al 2008) as an evidence-based strategy for over-learning is presented as an important tool to engender success and motivation among learners with special educational needs.

Keywords: Special Needs, Science, Inclusion,  Dyslexia, Writing, Spelling,  Motivation.

References:

1. Cognitive Load Theory  Sweller John, Ayres Paul, Kalyuga Slava 2011 Springer New York
2. Developing Pupils’ Written Expression of Procedural Understanding through the Use of Writing Frames in Science Warwick and Stephenson     February 2003 International Journal of Science Education 25(2):173-192
3. Hattie J. Visible Learning London Routledge
4. Removing Dyslexia as a barrier to achievement Mackay N (2012) SEN Marketing
5. Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. science, 319(5865), 966-968. [PDF]