How science and technology activities can be made engaging and relevant in education?

Once again bloggers, welcome back! It is a pleasure to be writing another blog once again. This blog is going to focus on ‘how science and technology activities can be made engaging and relevant in primary education?

Within the curriculum Science is one of many subjects which have to be learnt in key stage two as a core subject. One of the major issues with this is the amount of subjects children have to learn, and teachers have to teach. The subjects which have to be taught in key stage two are; English, Welsh, mathematics, science, design and technology, information and communication technology, history, geography, art and design, music and physical education. (Department for education and skills, 2015) As there is so much to learn in a very short time scale teachers can often find it difficult to teach these subjects and make them engaging and relevant at the same time, especially science. (Kerry,2015)

 Applebaum and Clark (2001) found that teachers and undergraduates had the perception when they were children studying science and technology that it was boring and scary, they hated it. Although these teachers hate science they wanted to enter the profession to change the perception of science for learners, they wanted to make the subject fun and engaging. Learners do not hold the perception that they are good at science unless they enjoy the subject.

Throughout my learning lifetime I have been lucky enough to visit Wales’s leading science centre (Techniquest) several times as a child. This year the university allowed us to visit Techniquest as an organised trip, the trip allowed us to gain ideas and experience the teaching of the professionals which we could take away ideas from the visit. Techniquest was the first purposed built science centre in the U.K, first established in 1986 and moved to the Cardiff Bay site in 1995. The centre hosts around 200,000 learners from across schools in the U.K per year. Helpers and exhibiters work in the centre cohesively to ensure the centres upkeep and that everyone’s visit to the centre is enjoyable. (Johnson,2005)


Unlike many leading academics today who believe learning should be fun especially science and technology, Solomon argues against this. According to Solomon, (1999) although science should be fun to ensure children are engaged and they learn, the teaching should avoid attention grabbing activities which lack information but to focus on objective science.

Throughout my second year of university in the A.O.L.E module, science has been a reoccurring topic. One of our seminars had multiple activities which made science fun, the first of these activities was the coke and mentos challenge. The challenge focused on how the chemical reaction between the coke and mentos creates fountain effect where the liquid fizzes out of the bottle. The following video is an example of the experiment.

https://www.youtube.com/watch?v=Cts3MrHnYIU 

The experiment is useful and engaging for children as they are able to complete the experiment at home with variables being taking in to account, with different brands of coke and different brands of mints being changed.

Image result for coke and mentos
 The second activity was the milk, food colouring and dish soap experiment. The experiment involved pouring milk on to a plate and adding droplets of food colouring, a soap based washing up liquid swab was then dipped in the milk changing the colour of the liquid. This happens due to the chemicals in the milk and soap combining. This experiment is beneficial to children as it is an interactive cross curricular task which can be used in coherence with arts and expressive arts. Children will often think of the chemical reaction as ‘magic’, in result this will engage children to learn what causes the chemical reaction. Below is a video example of the experiement .

https://www.youtube.com/watch?v=rqQSlEViNpk

Image result for milk and food coloring experiment explanationAs mentioned in early blogs the Welsh curriculum is soon to be changing with Professor Graham Donaldson’s new ‘Successful Futures’ curriculum being implemented in the coming years, science is one of the leading focuses in his recommendations as one of the six areas of learning and experience. Donaldson focuses on real world issues of the ever changing planet, for example climate change and environmental issues. Along with real world issue the subject will include teaching of computer science, these topics will be puzzles and problem solving which when completed will leave learners with a sense of achievement among completion. (Donaldson,2015)

In summary, as education is progressively changing the subject of science and technology has improved drastically in a short period of time, as the curriculum constantly changes throughout the years it is making the subject more fun and engaging which is inspiring children to learn unlike years ago where the subject was considered as boring.

The next blog is going to focus on my time in placement in Georgetown Primary school. The blog will reflect on my time and what I gained and learned from the experience.















Reference list.
Applebauhm, P and Clark, S. (2010) 'Science! Fun? A critical analysis of design/content/evaluation', Journal of Curriculum Studies, 35(5), pp.583-600

Chambers,P. (Year of publication) 'Improving the teaching of science and technology in primary schools- a cluster approach', Primary Science, 1(148), pp.17-19.

Department for Education and Skills (2015) Curriculum for Wales: Foundation Phase Framework. Cardiff: Welsh Government, Available at: http://learning.gov.wales/docs/learningwales/publications/150803-fp-framework-en.pdf (Accessed: 13 February 2018).

Donaldson, G. (2015). Successful futures: Independent review of curriculum and assessment arrangements in Wales. Welsh Government.

Johnson, C.(2005) 'Training science centre explainers. The Techniquest experience', JCOM: 'Journal of Science Communication', 4(4), No page numbers.

Kerry, T. (2015) Cross curricular teaching in the primary school: planning and facilitating imaginative lessons. Routledge.


Solomon, J. (1999) Meta-scientific criticisms, curriculum innovation and the propagation of scientific culture. Journal of Curriculum Studies, 31 (1), pp.1-15

Comments

  1. Unknown23 April 2018 at 04:41

    Hi Rhys, this is a really interesting blog.

    You have discussed reasons why science and technology should be engaging, however, you have also included Soloman's argument that it should not include attention grabbing activities. Do you agree with Soloman?

    There have been a number of recent reports in the media that share a concern with the lack of students going into careers that involve science and technology creating a labour shortage. What are your views on this? Should we be concerned?

    ReplyDelete
    Replies
    1. Unknown24 April 2018 at 03:17

      Thanks for the comment Kirstyn. I believe that activities should grab the attention of children especially in sciencenand technology where over time has been considered boring and tedious. As mentioned in Chelseas blog I believe virtual reality is a great way way to learn, it can stimulate operations which can allow medical professionals improve their skills. (Szkely, 1999)

      Great point, I agree the issue is the shortage will require jobs to be filled. According to the OECD (2011) by 2030 jobs which involve STEM will require around 7 million people to work in the U.K, STEM skills needs to be taught at young age to make children enjoy science and technology.

      Reference list.

      OECD. (2012). PISA - Against the Odds: Disadvantaged Students Who Succeed in School

      Székely, G. and Satava, R.M., 1999. Virtual reality in medicine. BMJ: British Medical Journal, 319(7220), p.1305.

      Delete
    2. Unknown24 April 2018 at 04:52

      Thank you for your reply Rhys!

      You have reminded me about a University seminar I recently attended where we were able to try Virtual Reality and see how we could use this in lessons. I was able to tour the White House in America, from the comfort of the classroom, which i found incredible. It is such an innovative and fascinating way to teach children about the world and thus create informed citizens relating to one of the four purposes of the new curriculum for Wales (Donaldson, 2015).

      Donaldson, G. (2015). Successful Futures: Independent review of curriculum and assessment arrangements in Wales. Caerdydd: Llywodraeth Cenedlaethol Cymru

      Delete

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