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

Hello Education Bloggers! Today’s blog is all about science and technology. Science and technology is becoming more relevant and important to learn within primary education today because our society is filled with it and according to Osborne and Dillon (2008, cited in Gresnigt et al, 2014) everyone needs a basic level of understanding about it. However, there is a lot of focus of teaching science and technology at secondary school level and there is limited attention within primary school although many highlight the importance of sparking interest and improving pupil’s attitudes towards these subjects (Turner & Ireson, 2010, cited in Gresnight et al 2014; Zoller, 2011;Osborne, Simon and Collins, 2003). Murphy and Beggs (2005) found a decline of both interest and positive attitudes appears to have already begun which indicates that the attitudes are going to further decline which might have been the case in 2005. Since then the government has set up many initiatives to change this, for example, the Science, Technology, Engineering and Mathematics (STEM) project and funding the British Science Festival (Department for Business Innovation & Skills, 2015). The importance of teaching technology and science has also been highlighted in the ‘Successful Futures’ curriculum review where science and technology has been combined into one ‘Area of Learning and Experience’ (Donaldson, 2015). However, do these subjects really link? Falloon (2017) highlights that over many years the contribution technology can make to science has been explored although these subjects are often taught separately since they both have independent, valuable learning outcomes and this makes it difficult for teachers to integrate these subjects and teach them at the same time (Berry, Chalmers and Chandra, 2012). Although, a common theme I found when researching is the link between mathematics and technology therefore why are they not be paired up since the new curriculum encourages the use of algorithms and problem solving within the technology area of the curriculum (Donaldson, 2015). This indicates that mathematics is considered a bigger priority compared to science, in that maths needs an individual section of the curriculum which is surprising within today’s society because Berkhout (2014) suggests science is the future way to solve world problems and create new technologies that will change the future (Welsh Government, 2012). Although the new STEM project I feel is the way forward and may become an ‘area of learning and experience’ in the future since the combination of these subjects is how wales can become world leaders in new technologies (Breiner et al, 2012; Donaldson, 2015). By ensuring STEM subjects are integrated together within the curriculum will also help improve attitude and inspire pupils to learn and develop skills we need for the future, for example, analytical, problem solving, mathematical and technical skills which is vital since there is a shortage of labour that have these vital skills (BBC News, 2016; DCELLS, 2012). Therefore, we need to inspire and promote STEM especially since the OECD (2011) predict that by 2030 the U.K will have over 7 million jobs needing the STEM skills listed above, therefore, teaching these subjects in primary school will broaden future opportunities. It’s not only the curriculum that determine what and how children learn but it’s the teacher’s attitudes towards subjects that have a major influence, especially since the new curriculum review allows teachers more autonomy (Donaldson, 2015; Asma, 2012, cited in Kilborn and Prescott, 2017). Therefore, not only do the pupils need inspiring but also the teachers need to understand how relevant and important teaching these subjects is for our future (STEM Learning, no date). Appleton (2007) and Asma (2012, cited in Kilborn and Prescott, 2017) states that many teachers avoid teaching science and technology because of lack of subject knowledge and negative attitudes. This could be why a recognised strategy to teaching these subjects is by partnering up with outside agencies since this can improve confidence to teach these topics in the future and increase enthusiasm (Kilborn and Prescott, 2017). When we went to Techniquest, with university, we experienced the benefits collaboration with outside agencies can bring. Not only is this a school trip which naturally brings excitement, but we got to learn a range of scientific facts through experience and understanding why things happen for ourselves. This is important when it comes to learning science since Veljko et al (2016) state that science and technology requires exercises that provide hands on experience in order to make learning relevant and engaging. 

When thinking back to learning science in primary school, often experiments come to mind but now science is more focused on learning how to learn, think effectively and how to self-assess which this change is arguable due to the developments of technology within science (Fulton, 2009). We need to ensure that when teaching science and technology, we make it inspiring and engaging therefore we need tailor the lesson to the pupil’s interest and show them why it is relevant to them and their future lives (Parkinson et al, 2011). We can do this best through a project that encourages emotion that will also make learning memorable, for example, if the topic was rainforest we could show them videos of deforestation or if the class were interested in a particular animal we could show the impact current issues are having on these animals. This will spark emotion, therefore motivating the children to learn how they can have an impact and solve problems or link to any other subject in the curriculum, for example, maths by comparing rainfall and temperature. 

References

Appleton, K. (2007) ‘Elementary science teaching’, Abell, S.K. & Lederman, N.G. (Ed.)Handbook of research on science education. Mahwah: Erlbaum Associates, pp. 493–535.

BBC News (2016) ‘Critical shortage’ of women in science jobs, report finds. Available at: http://www.bbc.co.uk/news/uk-wales-35747420(Accessed: 30^thMarch 2018). 

Berkhout, F. (2014) ‘How science is solving today’s development problems’, The Guardian, 4 December. Available at: https://www.theguardian.com/global-development/2014/dec/04/science-development-ebola-climate-change-food-security(Accessed: 30^thMarch). 

Berry, M., Chalmers, C. & Chandra, V. (2012) STEM futures and Practice,Can we teach STEM in a more Meaningful and Integrated way. Available at: https://researchrepository.griffith.edu.au/bitstream/handle/10072/52346/86498_1.pdf?sequence=1(Accessed: 30^thMarch 2018).

Breiner, J., Harkness, S., Johnson, C. & Koehler, C. (2012) ‘What is STEM? A Discussion About Conceptions of STEM in Education and Partnerships’, School Science and Mathematics, 112(1), pp.3-11. 

DCELLS (2012)Science Technology Engineering and Mathematics (STEM): Guidance forschools and colleges in Wales.London: Crown.

Department for Business Innovation & Skills (2015) 2010 to 2015 government policy: public understanding of science and engineering. Available at: https://www.gov.uk/government/publications/2010-to-2015-government-policy-public-understanding-of-science-and-engineering/2010-to-2015-government-policy-public-understanding-of-science-and-engineering(Accessed: 30^thMarch 2018).

Donaldson (2015) Successful Futures: Independent review of curriculum and assessment arrangements in Wales. Available at: http://gov.wales/docs/dcells/publications/150225-successful-Futures-en.pdf(Accessed: 29^thMarch 2018).

Falloon, G. (2017) Mobile Devices and Apps as Scaffolds to Science Learning in the Primary Classroom’, Journal of Science Education and Technology, 26(6), pp.613-628.

Fulton, D. (2009) The teaching of Science in Primary Schools. London: Routledge. 

Gresnight, R., Taconis, R., Keulen, H., Gravemeijer, K & Baartman, L. (2014) ‘Promoting science and technology in primary education: a review of integrated curricula’,Studies in Science Education, 50(1), pp. 47-84.  

Kilborn, K. & Prescott, A. (2017) Engaging Primary Children and Pre-Service Teachers in a Whole School ‘Design and Make Day’: The Evaluation of a Creative Science and Technology Collaboration’, Teaching Science, 63(1), pp.18-26.

Murphy, C. & Beggs, J. (2005) Primary Science in the UK: A Scoping Study, Final report to the Welcome Trust. Available at: http://lexlearn.co.uk/sciencet/files/primary_science_in_the_uk_a_scoping_study.pdf(Accessed: 30^thMarch 2018).

OECD (2012). PISA - Against the Odds: Disadvantaged Students Who Succeed in School. Available at: http://www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa/pisa-againsttheoddsdisadvantagedstudentswhosucceedinschool.htm(Accessed: 30^thMarch 2018). 

Osborne, J., Simon, S. & Collins, S. (2003) ‘Attitudes towards science: A review of the literature and its implications’, International Journal of Science Education, 25(9), pp.1049-1079. 

Parkinson, T., Hughes, H., Gardner, D., Suddaby, G., Gilling, M. & Maclntyre, B. (2011) Engaging learners effectively In science, technology and engineering: The pathway from secondary to university education. Available at: https://akoaotearoa.ac.nz/download/ng/file/group-1657/engaging-learners-effectively-in-science-technology-and-engineering---summary-report.pdf(Accessed: 30^thMarch 2018). 

STEM Learning (no date) Our Vision. Available at: https://www.stem.org.uk/about-us/our-vision(Accessed: 30^thMarch 2018).

Veljko, P., Gardener, M., Callaghan, V., Mattila, P., Guetl, C., Petrovic, V. & Jovanovic, K. (2016) ‘Virtual laboratories for education in science, technology and engineering: A review’, Computers and Education, 95(1), pp.309-327.

Zoller, U. (2011) ‘Science and Teachnology Education in the STES Context in Primary Schools: What Should It Take?’, Journal of Science Education and Teachnology, 20(5), pp. 444-453.