Transitions in learning science: Problems and opportunities

Abstract

The design of the national curriculum for science assumes concept areas such as environment, variety of life, forces, materials are visited several times, each revisit building more sophisticated understanding and requiring a move from concrete to abstract thinking. At the same time repertories of practical skills are honed and increased. Changes at transitions from class to class and topic to topic affect continuity and progress in learning science and when transitions are accompanied by a change of school there can be damaging regression in learning. Strategies to help pupils cope with post-transfer regression include meetings between teachers, open days, jointly taught projects and observations of teaching. Best practice in these endeavours is discussed in this chapter.