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



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

Science and technology can be made engaging and relevant within primary education in multiple ways to enhance children’s knowledge and understanding but also their awareness of the future of the two subjects within and outside the curriculum.   

Donaldson’s reform combined science and technology under the same area of experience through the Successful Futures report (2015). (Welsh Government, 2018) This boosts the activities and learning opportunities that can be made available for children as teachers can interlink the two subjects to enhance materials, knowledge and ensuring to meet the four purposes of the curriculum. Children can learn how to use ‘data to assess risks and take informed decisions; use technology safely and with respect for others’ can form healthy and confident individuals through science and technology. (Donaldson, 2018) Donaldson’s report also promotes young people to be prepared for future careers in science and technology as STEM (Science, Technology, Engineering and Mathematics) has been incorporated into schools which is effective towards children gaining the correct skills and knowledge and increase their employability. As primary children are living in the digital age, there are continual advance in technology that will transform the way children learn and ensure they are prepared for the real world. The existence of iPad and tablets has brought about flexibility into the classroom and is engaging more young people.

Additionally, incorporating new equipment into science and technology activities can form engaging and relevant lessons. The inclusion of virtual reality headsets into classrooms is an authentic and highly engaging tool towards learning. (Dawley & Dece, 2014) Virtual reality is a ‘computer-generated simulation of a three-dimensional image or environment that can be interacted with in a seemingly real of physical way’ (Oxford University Press, 2018) and has become increasingly popular in the digital age. The headsets can enhance lessons and tailor to what the pupils are learning. For example, children could have a look at the night sky due astronomers combining the new Oculus Rift VR headset with Stellarium planetarium software. (Royal Astronomical Society, 2015) The benefits the headsets provide is a visual impact to a new environment beyond the classroom and due to increasing lists of apps and software it has increased access to learners. Virtual reality headsets may allow children within their lessons to be immersed in a place which links to science and technology. The tool is an ‘effective new way to engage those that struggle or it can provide another opportunity to engage with a variety of learning styles.’ (Lawrie, 2017) On the other hand, Virtual reality headsets are expensive for schools to implement multiple into every classroom. Students would need to be expected to have phones to use the equipment. The time constraints of preparing each phone and VR headset. The inclusion of handheld controllers or sensors can be expensive too. The environments they are placed in they may not get to touch the objects and some student may learn better with listening. As technology is being included and incorporated more into the curriculum it could be possible that VR could be a tool used in a primary pupil’s life.

Technology and science activities need to be relevant and at the level primary children are learning so that children can feel inquisitive. A fantastic resource used by schools which tailors to these requirements and the inclusion of STEM is Techniquest, a science centre located at Cardiff Bay, which promotes child-centred learning. The pupils can take part in numerous hands-on activities, watch interactive shows or be inspired by workshops all specifically designed for children. The centre can enhance their learning outside the classroom and can be extended further by their teacher when they return. Techniquest creates an immersive learning experience where the pupils are curious and no longer aware they are learning. The visually creative resources and the staff’s presence promotes this which encourages the children to get involved and explore new areas. (Findlater, 2013) Additionally, the centre captures the interest of pupils and may influence those who are not drawn to science, a new perspective. It is beneficial the centre is broadcasted to allow other pupils to gain this experience and promote their learning.

To conduct effective science and technology lessons children should be made aware of the negatives that can arise from using technology as this prevents them from becoming too reliant which drives up their screen time. Children should also be made aware that technology is constantly changing and improving and the importance of using the tool correctly to be safe and prevent distractions while using a device. Moreover, teachers should not only teach children core information but should enhance this knowledge further by teaching them about the future of science and technology.

To conclude, science and technology activities can be made engaging and relevant in primary education due to an innovative curriculum. By having access to the right equipment and gaining ideas to interlink the subjects it can have an impact to a child’s education through the current reform.


References:
Dawley, L., & Dede, C. (2014) Situated learning in virtual worlds and immersive simulations. The handbook of research for educational communications and technology. 4th edn. New York: Springer Verlag.
Donaldson (2015) Successful Futures: Independent review of curriculum and assessment arrangements in Wales. http://dera.ioe.ac.uk/22165/2/150225-successful-futures-en_Redacted.pdf
Findlater, S. (2013) ‘A teacher’s guide to immersive lessons.’ Available at: https://www.theguardian.com/teacher-network/teacher-blog/2013/aug/07/teaching-immersive-engaging-lessons (Accessed: 10/04/18)
Lawrie, G. (2017) How our school is using Virtual Reality to prepare pupils for a future dominated by technology. Available at: https://www.telegraph.co.uk/education/2017/01/23/school-using-virtual-reality-prepare-pupils-future-dominated/ (Accessed: 10/04/18)
Oxford University Press (2018) Definition of virtual reality. Available at: https://en.oxforddictionaries.com/definition/virtual_reality (Accessed: 11/04/18)
Royal Astronomical Society (RAS) (2015) ‘VR headset for exploring night sky’, ScienceDaily. 7th July. Available at: www.sciencedaily.com/releases/2015/07/150707092420.htm (Accessed at: 11/04/18)
Welsh Government (2018) New school curriculum. Available at: http://gov.wales/topics/educationandskills/schoolshome/curriculuminwales/curriculum-for-wales-curriculum-for-life/?lang=en (Accessed: 11/04/18)

Comments

  1. Danielle Jones23 April 2018 at 06:09

    Hi Sophie, I like your post regarding science and technology. You have made many relevant points regarding the area which link in nicely with primary education.
    I really enjoyed reading your point expressing how Donaldson's reform combined science and technology under the same area, perhaps you could have spoken about the cross curricular approach within this area and how Donaldson how incorporated this within the new curriculum. He states "a curriculum defined largely in terms of discrete subjects can become directly translated into a timetable within which important cross-curricular learning can be marginalised." (Donaldson, 2015, p.35.)
    Furthermore, I also liked how you then went on to express how STEM is incorporated into many schools and how certain activities and educational visits can encourage children to become more interested within the area. Additionally, I liked how you linked it to Techniquest as we went there on a trip, however it would have been nice to see other secondary sources which links in with authentic learning which occurs at the venue, such as Dewy's view that "when education is based upon experience and educative experience is seen to be a social process, the situation changes radically. The teacher loses the position of external boss or dictator but takes on that of leader of group activities.” (Dewey, 1938, p.66) This links in with what you have said about child-led learning and fits in nicely.
    Overall, I think this is a really informative blog and really enjoyed reading it.

    References

    Dewey, John. 1938 (1963). Experience and Education. New York: Collier Books.

    Donaldson (2015) Successful Futures: Independent review of curriculum and assessment arrangements in Wales.

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