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

Hello Education Bloggers! I hope you enjoyed the last discussion on how physical education could promote well-being in primary education; it was an interesting topic!

I asked you all to think about your science class experience in primary schools, and I want you to think about that through our discussion. I vividly remember using a range of equipment to help us with experiments, i.e. circuits, Bunsen burners, etc. We then had to evaluate our findings based on the scientific method; “a method of procedure consisting in systematic observation, measurement, and experiment, and the formulation, testing, and modification of hypotheses” (Oxford Dictionary, 2018). The use of this method to evaluate encouraged us to cover all aspects of the experiment, to show whether it was successful or not.

So, how can pupils remain engaged throughout science and technology activities in primary education? Let’s find out!  

According to Donaldson (2015, p.50), science involves using knowledge for observation and experimentation, and technology is more practical, but still allows you to use scientific knowledge. He has mentioned that they two areas of learning and experience are closely linked together because they both require practicality, and are used in “aspects of our daily lives, at work, at school and at home” (The Inspectorate, 2012, p.iii).

As per mentioned about my experience in science lessons, we had a range of equipment that was used to carry out investigations, so hands on work was required individually or in groups. Hands on and practical work in my science lessons links in with the idea of authentic learning because we observed the experiments for ourselves, rather than relying on second-hand information to provide us with the answer. “Authentic learning provides opportunities for exploration; they will be complex and ill-defined, as they occur in real life” (Mantei & Kervin, 2009, p.4), and is relevant towards science and technology because the way for children and young people to explore, is to experience it.

In our seminar, we carried out some experiments to see the reaction, and to evaluate what happened, using the scientific method. One of the experiments we tried involved a mint and a liter bottle of coke, and we saw that once placing the mint in the bottle, it created a reaction where the gas was being released, so the liquid was forced to come out of the bottle. Partaking and observing the reaction demonstrates authentic learning, because we were involved and engaged with the activity. The build-up to finding out what would happen was exciting and fun, because we did not know what to expect; this is the type of engagement that should be shown through the children in a science lesson. Asking them to be involved with the experiment whether that is individually, or in a group creates excitement and “measures growth overtime” (Hamm & Adams, 2012, p.28), in terms of whether progress is being made in science.

The opportunity of authentic learning in science lessons for pupils is a way of keeping them engaged throughout, so they feel encouraged to learn something new by actively taking part. Also, the range of equipment being used within these lessons links in with the technology aspect of the curriculum; technology is not just about computers and phones, it can be laboratory equipment, or even using the battery and wires to connect a circuit.

However, this was the experience back when I was in primary school, nowadays children have interactive whiteboards, iPads and virtual reality (VR) headsets to keep them occupied in lessons. The Guardian (2017) have stated that “school technology budgets are falling – 4% decline year on year” because schools are investing in hi-tech products that are not relevant in some subjects. Although the writer from this newspaper article has a bias view towards one view, the source is still relevant to our topic of discussion. Having iPads and VR headsets in the classroom are exciting for children in schools because it is keeping up with the times, and encourages them to “gain in knowledge and technology skills” (Clark & Luckin, 2013, p.4), but how can they be used in science lessons to keep the pupils engaged? This is a question I want you think about; remember what we said on authentic learning, do iPads or VR have the same effect in comparison to doing testing something out for yourself?

I feel that there are ways around including iPads and VR into science lessons, because it is a different form of technology, but I do not feel it is relevant in the practical aspect of science. Murphy & Beggs (2003, p.113) carried out some research on children’s perceptions of science in school, and one girl said that she “likes the practical science because it’s a better way to understand things rather than just writing them down”. The active learning aspect of science is evidentially popular, and keeps the children engaged in different activities. Although iPads and VR highlights the evolvement of technology, they are not compulsory features to keep children engaged throughout the lessons.

In the same research, another pupil stated that “I don’t like writing pages after we’ve finished testing something” (Murphy & Beggs, 2003, p.113), which is where the iPads could come into good use; the children may prefer to type up the evaluation, rather than writing it on paper because it is less time-consuming and more convenient. Also, it could encourage children to take pictures or videos of the experiment, as evidence to show what happened. This is a good way of combining science and technology together, which links in with Donaldson’s (2015, p.50) points of giving “children and young people the opportunity to learn how technology is used”, whether that is minor, or major.

So, that is all for this blog! I think it is fair to say that authentic learning within activities, is a huge factor to keeping the pupils in schools engaged with science and technology. The two areas of learning combine well together, as it is quite clear how it technology is incorporated within science.

Again, this has been an interesting discussion within education! Something I want you to think about is whether technology is overpowering science, due to the evolvement?

Our next discussion will touch on the value of the Welsh language in primary education. Being from England, I do not have much knowledge of the Welsh language, but me and my peer had a great time in the seminar, learning how to say some words and count from 1-10. I will talk more about that in the next blog!

Anisha Chauhan

References:

-       Clark. W & Luckin. R (2013) ‘What the research says iPads in the Classroom’, Available at: https://cpb-ap-southeast-2-juc1ugur1qwqqqo4.stackpathdns.com/global2.vic.edu.au/dist/5/48534/files/2015/08/ipads-in-the-classroom-report-lkl-v24yz4.pdf (Accessed: 27/03/18), London, p.4

-       Donaldson (2015) ‘Successful Futures’, Chapter 4, p.50

-       Hamm. M & Adams. D (2012) ‘Differentiated Instruction for K-8 Math and Science’, Oxon, p.28

-       Mantei. J & Kervin, L K (2009) ‘"Authentic" learning experiences: what does this mean and where is the literacy learning?’, Available at: http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1346&context=edupapers (Accessed: 27/03/18), Australia, p.4

-       Murphy. C & Beggs. J (2003) ‘Children’s perceptions of school science’, Available at: https://pdfs.semanticscholar.org/d613/25ea0cba3099c3e501705467750e2d28ef04.pdf (Accessed: 28/03/17), Belfast, p.113

-       Oxford Dictionary (2018) ‘Scientific method’, Available at: https://en.oxforddictionaries.com/definition/scientific_method (Accessed: 27/03/18)

-       The Guardian (2017) ‘Is technology delivering in schools? Our panel debates’, 4 Jul, Available at: https://www.theguardian.com/teacher-network/2017/jul/04/is-technology-delivering-in-schools-our-panel-debates (Accessed: 27/03/18)

-       The Inspectorate (2012) ‘Science in the Primary School 2008’, Available at: https://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/Science-in-the-Primary-School.pdf (Accessed: 27/03/18), Dublin, p.iii