Primary science 'too hard'

Children can be confused by abstract principles, like light and darkness

The science curriculum is pitched too high for primary school children, research suggests.

Up to a third of topics are "too difficult" for five to seven year olds, according to a survey of more than 120 science teachers.

The study of physical processes - electricity, forces and motion, light and sound - causes the most confusion for primary children, the research suggests.

There is a question over whether the content of the science programme is appropriate for children so young

Dr Karen Pine

"Anything to do with forces is very difficult for Key Stage 1 children to understand," one of the teachers surveyed said.

Even the phrase "force" was complex, as some children associated this with "being forced to do something", another teacher said.

Children were even reported to be confused by the concept of daylight, believing that darkness was "switched on and off".

The research was presented to the British Psychological Society by Dr Karen Pine of the University of Hertfordshire, UK.

Abstract concepts

"Children of this age are known to have difficulties with abstract concepts," Dr Pine said.

"There is a question over whether the content of the science programme is appropriate for children so young."

But the Qualifications and Curriculum Authority (QCA) said a recent review of the curriculum suggested most schools were happy.

A spokeswoman said there were few proposals for any change to this part of the curriculum.

'Sun becomes moon'

Dr Pine's study also suggests young children are reluctant to give up their own theories about how the world works.

By the time children are six, they have often formed misguided views that, for example, the sun turns into the moon at night or that stones grow.

Such ideas can be very difficult for teachers to dislodge, Dr Pine said.

There was also a danger that children would reinterpret an experiment carried out in school to back up their own belief.

The challenge to teachers was to help children to "unlearn" their existing ideas, Dr Pine concluded.

"It is very important to acknowledge their idea and to give children a chance to talk about it."