How Can Science and Technology Activities Be Made Engaging and Relevant in Primary Education?


Ellena Barnett - St20100668

How Can Science and Technology Activities Be Made Engaging and Relevant in Primary Education?

In a modern-day school, science is not just a school subject, as science and technology are continually changing and improving the way that we live our lives (Science Museum Group, 2017), it is important that today’s pupils and the future generation are prepare for technological advances and the future workforce they will be employed in.

Donaldson (2015), states how science and technology are closely linked and how each depends upon the other; Donaldson also states how science involves acquiring knowledge through observation and experimentation, and technology applies this scientific knowledge in practical ways. When teaching science and technology, it is important as a teacher to understand how the subjects are linked and that there are more benefits in teaching them together than separately, and having an integrated curriculum is seen as positive for the increasing attention on science and technology in primary education (Gresnight et al., 2014). With a society filled with science and technology, it is important that everyone has a basic level of understanding of it (Osborne and Dillon, 2008) and with many people working in jobs related to science and technology, a workforce with suitable schooling in these subjects is needs, therefore the schools of today should foster a positive attitude towards these subjects (OECD, 2007; Rocard et al., 2007).

Science, Technology, Engineering and Mathematics, also known as STEM, has become integrated within the curriculum. Science is known to be the dominate subject within STEM reports, with engineering education receiving less attention (Hudson et al., 2015), it is important that a curriculum is created where STEM can be incorporated, as these experiences, especially engineering, can bring a real-world aspect and engagement for students towards understanding mathematical functions and scientific concepts (Sharp, Zachary and Luttenegger, 2006; Youl, 2001). Currently in Wales, the curriculum is being reformed through the Donaldson ‘Successful Futures’ Report (2015), with science and technology being an Area of Learning and Experience for pupils, which will capitalise on a child’s curiosity about our natural, physical world and universe through investigating, understanding and explaining. The aims of the Science and Technology Area of Learning and Experience is to draw on physics, chemistry and biology; engineering; design technology (food, textiles, resistant material); craft, design, graphics and computer science; and learning from the 14-19 Learning Pathways domain of mathematics, science and technology (Donaldson, 2015), with all these aspects being covered, it is obvious to see how STEM has become incorporated, and suggests that this curriculum reform will benefit the future workforce, as they will have the skills required for the aspects of work that have a bigger emphasis.

On the 9th February 2018 a trip to Techniquest was held, on this trip we were looking at how STEM could be incorporated within the curriculum and how science trips like this were very important towards a child’s education. Techniquest (no date) state that their mission is to embed science in Welsh culture through interactive engagement and to provide a range of services to schools and teachers to complement formal education provisions in Wales, through interactive stage shows and hands-on interactive exhibits. Techniquest provides the opportunity for children to receive further enjoyment and education in STEM and it is important for schools to understand that there are centres like Techniquest who offer this service.

When on my placement, I was able to see science and technology incorporated together. The children were learning about filtration, the main activity of the lesson was for the children to separate the objects or materials from the water, for example sand and water. Throughout the lesson the children were using iPads along-side the main activity to document their findings by taking pictures and putting them into collages, that would later be printed and put into their workbooks. Through this activity the children were using science and technology to learn and complete their work, and how they can present their work and findings through pictures using technological skills.

In conclusion, within primary education it is important to create a curriculum that is engaging with science and technology. Under Donaldson’s ‘Successful Futures’ the ability to create this curriculum could become a reality, as well as being able to incorporate STEM as to aid in a child’s development and understanding in science, technology, engineering and mathematics that they will need for the future.


References:

Donaldson, G. (2015). Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales. Welsh Assembly Government. Crown

Gresnnigt, R., Taconis, R., van Keulen, H., Gravemeijer, K., and Baartman, L. (2014). Promoting science and technology in primary education: a review of integrated curricula, Studies in Science Education, 50:1, pp. 47-84, DOI: 10.1080/03057267.2013.877694

Hudson, P., English, L., Dawes, L., King, D., and Baker, S. (2015). Exploring Links between Pedagogical Knowledge Practices and Student Outcomes in STEM Education for Primary Schools. Australian Journal of Teacher Education. 40(6), pp 134-151.

OECD. (2007). Pisa 2006: Science competencies for tomorrow’s world. Executive summary Paris: Author.

Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. London: The Nuffield Foundation.

Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walwerg-Henriksson, H., & Hemmo, V. (2007). 
Science education now: A renewed pedagogy for the future of Europe. Luxemburg: Office for Official Publications of the European Communities.

Science Museum Group (2017). Why is STEM important for Society?, Available at: https://transformingpractice.sciencemuseum.org.uk/why-is-stem-important-for-society/ (Accessed: March 2018).

Sharp, J., Zachary, L., and Luttenegger, G. (2006). Using engineering to understand reciprocal functions. Mathematics Teaching in the Middle School, 11(8), pp 390-396.

Techniquest (no date). About us, Available at: https://www.techniquest.org/about-us/ (Accessed: March 2018).

Youl, J. (2001). Scientific and engineering in schools: Making science more real. Australian Science Teachers Journal, 47(1), pp 35-40.

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