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ERIC Number: EJ1001086
Record Type: Journal
Publication Date: 2012-Nov
Pages: 3
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0269-2465
Science as an Inclusive Subject but an Exclusive Lesson
Key, Tamsin
Primary Science, n125 p14-16 Nov 2012
A 7-year-old boy with special educational needs said "I want the wood for my boat, because I saw crocodiles at the zoo and they had logs floating in their home." This was his response to a small group "sinking and floating" investigation in which they were exploring a range of materials and were asked to select one they would like to use in the construction of a pirate ship. What made it so surprising was that the boy struggles with relating sounds and letters. He could barely dictate any relevant responses to a scribe. Yet he was presenting a clear, logical, and deductive sentence. This incident led the author to consider whether teachers are accessing the full inclusive and personalised nature of science within school. Are the ways in which they teach and assess science supportive of children with special educational needs? In this article, the author examines the nature of science and assessment, particularly for children with special needs, and concludes that science lessons need to emphasise the process of "how" one learns as well as "what" one learns from the outcome. In order to do this, educators must ensure that they are providing abundant opportunity for children to learn though their own senses and to develop a personal relationship with the natural world surrounding them, rather than blindly adopting the opinions of others. (Contains 4 figures.)
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A