Science in the primary school curriculum

Language and scienceĀ 

Language is such a pervasive influence in the teaching and learning process that particular examples of the integration of science with language are not delineated in the curriculum statement. Much of the child’s learning in science takes place in the interaction between language, whether Irish or English, and experience. Through discussing their ideas and the results of their scientific investigations children will develop their scientific understandings. Through language children name and classify things, express and modify ideas, formulate questions and hypotheses, and report conclusions. In this way language contributes to the expansion of the child’s conceptual development.

Language is the principal means of communication in every aspect of the learning process. The teacher uses language to question, to explain, to suggest, to prompt, and to stimulate the child to think. The children are encouraged to describe, discuss, predict, explain, hypothesise and analyse ideas. Language is important, too, in helping children to access and to retrieve information and to record and communicate ideas. The extent, therefore, to which language is an integral part of the teaching and learning process should be a consistent concern in the planning and implementation of the curriculum in science.