Making Science and Technology Engaging

Hello Bloggers!

My second blog back will look at how science and technology activities can be made engaging and relevant in primary education?

Science and Technology falls under one of the six areas of learning and experience recommended in the successful futures document (2015). Donaldson defines science as ‘gaining knowledge through observation and experimentation’ and technology as ‘applying scientific knowledge in practical ways’.

Science and technology is constantly changing and improving the way that we live. It makes modern society and helps us to understand and solve big questions that our world faces (Welsh Government, 2014).

How does science and technology link?

In today’s society it is becoming vitally important to make science and technology engaging for pupils and get pupils engaged in the subjects from a young age. It has been identified that there is a national shortage people working in STEM (science, technology, engineering and maths) careers (Recruitment International, 2017). In particularly, there is a shortage of women working in the STEM industry (BBC, 2016). Both of these articles are based on research reports therefore they have studied the STEM careers however, the sample size is unknown, we do not know how many people these organisations studied. This shortage of workers in STEM careers has influenced Welsh Government to do more to get Welsh students into STEM careers. Arthur, Crick and Hayward’s report for the Welsh Government (2013) outlined aims to be a ‘Agile-Digital Nation’, that will produce talented digital industry workers in Wales. This links to one of the four purposes of the curriculum, as Wales hope to produce ‘enterprising, creative contributors’ that will go on to design and create products and work with others to develop solutions for problems that the world is facing. The OECD (2011) found that by 2030, the UK will need seven million workers with skills in STEM.

In order to get students into the STEM industry it is vital that they are engaged in lessons. Park (2003) states that pupils that are engaged in the learning process will have a better understanding, learn more, remember more and enjoy the subject. Park also identified that pupils will be able to appreciate the subject’s relevance if they are engaged. A question that many teachers ask though is how can they engage their pupils in STEM?

According to Donaldson (2015) ‘Children and young people are curious about our natural, physical world and universe’ which suggests that children would already be engaged in science and technology. However, it is how science and technology is being taught in classrooms that will truly engage students.

At University during in one of our seminars we conducted a number of scientific experiments that tested reactions. One of the experiments that we carried out involved dropping a number of mentos into a fizzy drink, the combination of the two caused a reaction that could be seen clearly when the fizzy drink explodes. This reaction is exciting for children to see but it also engaged us older students as well.  The second experiment that we conducted was using a make you own volcano science kit that schools can purchase. We mixed bicarbonate soda and vinegar together which forced the volcano to erupt. I found observing my teacher and other students conducting these experiments was really engaging, I was focused and listened to the science behind the experiment.

Rodriguez, Lopez-Alonso and Fernandez-del-Olmo (2013) identify that when observing an action of someone else, our brain gives out mirror neurons that can be found in the ‘monkey premotor cortex’. Due to this, we are able to learn actions through observation of experiments that can be repeated by pupils.

Some alternative methods of engaging pupils can be found using the STEM Learning Organisation (2018). One method is bringing science to life in the primary classroom. In classrooms today, teachers are discussing scientists of the past and not of the present, which suggests to children that science was a thing of the past.

Brunyee (2018) holds the view that we should bring the work of current scientists and engineers into lessons, pupils can find out what these scientists do, what they are working on and look at current questions. This links to the relevance of science and technology, as it is teaching pupils that science is current and scientists and engineers are still working to solve the questions that remain unanswered. Brunyee (2018) identifies many current issues that can be used to engage pupils in current issues in the world of science and technology such as; plastics in the ocean or melting ice caps. An educational resource called digital explorer is now offering classes the opportunity to book skype calls with current scientists that are out exploring issues all over the world, this is a beneficial way to engage students and bring science to life in the classroom.

Children and young people will also have opportunities to learn how technology is used to design products that improve the quality of human life and to apply their scientific and other knowledge to practical purposes and challenges. Donaldson (2015) states that children should feel confident using technology. It is becoming increasingly important to teach students about upcoming technology as that may be what they will have to work with when they go into their own career (Mareco, 2017).

The science and technology area of learning and experience involves computing. Donaldson recommends the introduction of computer science in schools, teaching computational skills such as; ‘analysis, algorithms and problem solving’. Computing also covers, design and modelling, and developing, implementing and testing digital solutions. Donaldson has implemented computing into the new curriculum, as Wales aim to become a world leader in computing and digital skills. However, not all teachers are going to be able to teach complex computing skills, if they were never taught how to do it themselves. Bill Gates once said that ‘technology is just a tool, that cannot be used without the knowledge of a teacher’ (Powell, 2014). There is also always potential that students will misuse a computer in the classroom, which may disrupt behaviour and have a negative effect on the learning of others (Hanley, 2014). 

A final key issue that we should expect to face is how can we prepare our students to use technology that is not available to us yet? McKnight et al (2016) suggest that we cannot teach students about something that has yet to happen, instead teachers should be informed with the news and prepare students for technology that could appear in the future.

References

Arthur, S, Crick, T, Hayward, J (2013) The ICT Steering Group’s Report to the Welsh Government.

BBC (2016) 'Critical shortage' of women in science jobs, report finds. Available at: http://www.bbc.co.uk/news/uk-wales-35747420 (Accessed: 10.3.18).

Brunyee, K. (2018) Bringing Science to Life in your Primary Classroom. Available at: https://www.stem.org.uk/news-and-views/opinions/bringing-science-life-your-primary-classroom (Accessed: 10.3.18).

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

Hanley, G. (2014) 'ICT in Primary School Education', CT231 Greg Hanley and Mosi Ruane, 31/March. Available at: https://ghanley3.wordpress.com/2014/03/31/ict-in-primary-school-education-overall-advantages-disadvantages/ (Accessed: 10.3.18).

Lago-Rodriguez, A., Lopez-Alonso, V., & Fernández-del-Olmo, M. (2013) 'Mirror neuron system and observational learning: Behavioral and neurophysiological evidence', Behavioural Brain Research, Vol248, Pp. 104-113.

Mareco, D. (2017) '10 Reasons today's students need technology in the classroom', Securedge Networks, 28/July. Available at: https://www.securedgenetworks.com/blog/10-reasons-today-s-students-need-technology-in-the-classroom (Accessed: 10.3.18).

McKnight, K., O'Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016) Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning, Journal of Research on Technology in Education, Vol48(3). Pp.194-211.

OECD (2011) Employment. Labour Statistics.

Park, C. (2003) 'Engaging Students in the Learning Process: the learning journal', Journal of Geography in Higher Education, Vol27(2), Pp. 183-199.

Powell, P. (2014) '"Technology is just a tool" Bill Gates', Phuong Powell, 18/April. Available at: https://sites.google.com/site/phuongpowell/reflections/%E2%80%9Ctechnologyisjustatoolintermsofgettingthekidsworkingtogetherandmotivatingthemtheteacherismostimportantbillgates (Accessed: 10.3.18).

Recruitment International (2017) UK risks STEM labour shortage of half a million by 2023, research reveals. Available at: https://www.recruitment-international.co.uk/blog/2017/08/uk-risks-stem-labour-shortage-of-half-a-million-by-2023-research-reveals (Accessed: 10.3.18).

STEM Learning Organisation (2018) Supporting STEM Learning. Available at: https://www.stem.org.uk/ (Accessed: 10.3.18).

Welsh Government (2014) Qualified for life: An education improvement plan for 3 to 19-year-olds in Wales Welsh Government.