Hey Bloggers! Today’s post
will be based around how science and technology activities can be made engaging
and relevant in primary education.
Donaldson (2015), is certain
that “children and young people need an ability to deal with difficult and
contested ethical issues such as those that can arise from developments in science
and digital technologies”, and they should feel competent and confident in
their use of technology.
Within the new curriculum ‘Successful
Futures’, Donaldson (2015), aims to combine both subjects so they become one,
as he believes they are closely linked, and depend on each other. Within the independent
review, he talks about how children and young people will be able to widen
their curiosity about our “natural, physical world and universe through
investigating, understanding, and explaining. They learn to generate and test
ideas, gather evidence, make observations, carry out practical investigations,
and communicate with others” (Donaldson, 2015).
During one of our AOLE
sessions, we had to pretend to be scientists, and predict what would happen in different
experiments! We all really enjoyed this and had great fun! The first experiment
involved coke and mentos. We had to predict if placing the mento into coke
would make it fizz up, and explode! Nick asked us lots of questions like; how
big do you think the explosion will be? What would happen if we placed the
mento into diet coke? Would the same happen with a different mint? If so…why? The
second experiment involved Lemonade and Raisons; Nick wanted us to predict what
would happen to the raison when put in to lemonade. Both experiments involved a
lot of communication skills with our peers and thinking skills. We then looked
on the internet to see if diet coke would have the same effect. I also used
YouTube to watch videos on what would happen to the raison when put in to
lemonade. By doing this we are applying what we learn in Science, to
Technology, by being digitally competent, and using technology to find answers,
and to expand our knowledge on the specific topic.
By providing pupils with the
opportunity to expand their knowledge on both science and technology, you are
preparing them for careers in science, digital industries, and technology
(Donaldson, 2015).
STEM is currently being integrated
within the curriculum and is based on the idea of educating pupils on:
·
Science
·
Technology
·
Engineering
·
Mathematics
These four specific disiplines
are not taught as individual subjects, but are taught as a “cohesive learning
paradigm based on real-world applications” (Hom, 2014). It provides the pupils
wit blended learning environment that shows them how scientific method can be
applied to every-day life.
Within primary schools, pupils
are given awareness of the STEM jobs, and careers. During these school years,
the pupils are provided with real-world problem-based learning, connecting all
four of the STEM subjects. This will give the children an opportunity to become
interested in STEM, and them wanting to peruse the course, not because they
have to, but because they want to (Hom, 2014).
Stem is mainly aimed at underrepresented
populations, such as females; who are less likely to undertake a career in
science or engineering. In 2016, there was an increase of 13,000 females working
within STEM occupations. However, the proportion of the workforce made up by
women has decreased from 22% to 21% since 2015 (WISE, 2018). This clearly demonstrates
that STEM is having an impact of the decisions that women make when it comes to
choosing a career, however it does not compare to the amount of jobs that men
take up.
Here are two images demonstrating
the loss of females working within this industry since 2015:
By discussing all the current
scientists and engineers with the pupils, we are providing them with an insight
into this industry, and showing them that there are still questions that go
unanswered. If we only talk to them about past scientists, it seems as if we
have nothing left to explore, and that isn’t the belief that children should
have on science and engineering.
According to Hunter (2017), there
are 5 emergent concerns that should be brought to attention in STEM education
in order for it to be successful. Firstly, hands on materials for STEM cost a
lot of money, resulting in classes having to share resources such as the
circuit boards. When Hunter (2017) carried out her research, one of the
children said that: “We do a lot of
building, unbuilding and rebuilding because we don’t have enough wires to go
around. It’s annoying to have to start all over again each lesson”.
Another issue that needs to be
addressed is the pupil’s literacy and numeracy levels. The pupils need to be at
a high level in literacy and numeracy for effective STEM learning to take
place. Hunter (2017), found that the pupils who had a lower academic achievement
struggled when it came to STEM learning.
Bloggers, how do you think
these issues can be overcome within primary schools, so that STEM can be an
effective part of the curriculum?
Reference
List
Donaldson. G (2015) ‘Independent
Review of Curriculum and Assessment Arrangements in Wales’ Available at: file:///C:/Users/Sophielauren/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8bbwe/TempState/Downloads/Donaldson%20Report%20-%20Successful%20Futures%20-%20Independent%20Review%20of%20Curriculum%20and%20Assessment%20Arrangements%20in%20Wales.pdf
(Accessed on: 16th April 2018).
Hom. E (2014) ‘What
is STEM Education?’ Available at: https://www.livescience.com/43296-what-is-stem-education.html
(Accessed on: 16th April 2018).
Hunter. J (2017) ‘STEM
education in primary schools will fall flat unless serious issues are addressed’
Available at: http://theconversation.com/stem-education-in-primary-schools-will-fall-flat-unless-serious-issues-are-addressed-88017
(Accessed on: 17th April 2018).
WISE (2018) ‘Women in
the STEM Workforce 2016’ Available at: https://www.wisecampaign.org.uk/resources/2016/11/women-in-the-stem-workforce-2016
(Accessed on: 16th April 2018).
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