ABSTRACT
Much of what has been said in the previous chapter leads directly to the focus of this chapter, how to develop and support pupils’ understanding of science. When thinking about strategies to support teaching for understanding in science, there are two simple rules to remember:
Be clear what understanding you want before you start If you know what you want, you will be able to monitor progress in achieving it. You will be sensitive to the children's errors and what they indicate and will be able to focus your attention on the task of achieving your understanding aims. Having decided what you want children to know and to understand, list some key questions that you will ask to check for understanding. These will help you focus clearly and will assist in assessing the quality of the children's learning.
Plan your approach beforehand As teachers, we understand the cause of shadows, the springiness of trapped air and how to interpret food webs. There is always the risk that what seems obvious to us is overlooked in our teaching. Be sensitive to this risk and respond to signs of incomprehension. At the same time, do not imagine that because you tell all, understanding must follow. Understanding is something that the children have to do for themselves: you cannot do it for them; they have to work at it. But you can and should support them as they try to understand.
