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

Donaldson, (2015) states one of the areas of learning and experience being ‘science and technology’, he illustrates that “Learning in the Science will enable many young people to prepare for careers in science, digital industries and technologies”. 

This would be extremely important as BBC news, (2016) states that the lack of women in Stem professions matters for their individual life chances as they are missing out on many well-paid and rewarding jobs. Therefore, the main issue is that children are disengaging their interest away from science careers. BBC news, (2016) state that the welsh government are seeking ways to get more women into Science, technology, engineering and math’s roles.An approach that could be used would be by making science and technology activities engaging and fun for children. This is importance as this is where they will firstly find out if they are interested in these subjects, and “first impressions” into these subjects would be imperative throughout primary education. The welsh government is “seeking ways to get more people interested” BBC NEWS, (2016). Therefore, an approach that could be taken would be to make science and technology more engaging throughout the primary education phase. If we can make science and technology more enjoyable, then children are more likely to take up a career in science and technology. Similarly, Donaldson, (2015) states that by introducing computing into the curriculum will help to create economic and social advantage for all children’s education in wales to become a world leader in computing and digital skills.
OECD, (2011) state that by 2030 the UK will have over 7 million jobs needing STEM skills and it has been recognised that science can help broaden young people’s life choices and opportunities. Therefore, the importance of ensuring science and technology is engaging and relevant in primary education is greater than ever.

Osborn and Collins (2001) claim that students interest is engaged and sustained by teachers who make lessons fun, therefore a childs interest will be engaged if he/she finds the lesson fun. An approach that could be taken in school that we did at university was techniquest which specialize in science education for children. 

We had the opportunity to take part in different science stations at techniquest, this was extremely fun, and an approach that schools take to make science more engaging for children, as they have an opportunity to take part themselves.

Similarly, Baniyamin, N. and Rashid, M. (2016). State that in museum learning environments such as science centers, varieties of exhibits spanning various disciplines are incubators of scientific knowledge and emphasizes hands on exploratory learning.

Therefore, by giving children an opportunity in the hands-on learning, rather than teaching them the facts and figures can be a lot more engaging and enjoyable for children.

This would link into Kolb’s experimental theory, where he believes “learning is the process whereby knowledge is created through transformation of experience” Kolb, (1984).

           

Another approach that could be used to make science and technology engaging in primary education would be by using latest technology in the classroom which also has a huge emphasis on experimental learning. An approach we used in the seminar where we had hands on experience was by using ‘VR’. This approach can completely change classroom experience for technology and science. Wankel and Blessinger, (2012) state that these technologies have the potential to increase academic engagement and student learning but they are only one piece of the learning puzzle. There are many advantages for virtual reality in education, which provides children to experience around the world. This would fit in with the new curriculum where Donaldson, (2015) emphasizes the importance of science and technology being one of the six areas of learning experience and that Children and young people will have opportunities to learn science and technology subject, and for schools this means providing children with opportunities to develop technological skills, knowledge and understanding attributes through designing and developing products and systems.Although VR holds many advantages for experimental learning, and increasing children’s engagement. And this is an excellent way to make science and technology engaging and relevant, there are also critiques to the VR.

Wankel argues that ‘the ultimate goal, regardless of the technology used or the instructional methods employed, is to start students down the path of becoming lifelong learners and to instill in them a high value for learning that grows over time’ (2012, p. 13). Therefore, he states that it doesn’t matter about the technology that is used. Another critique that Pantelidis (1996) states virtual reality is too expensive to justify using, considering the expected learning outcome. Although we could argue against this as its dated in ‘1996’ and this may not be a relevant source in education to this date. Another issue that VR could state is that using technology to often can be dangerous within education as Pantelidis (1996) states that using a virtual environment could be physically or emotionally damaging.

References:

Baniyamin, N. and Rashid, M. (2016). Understanding Science Centre Engagement in Nurturing Visitor interest and curiosity. Procedia - Social and Behavioral Sciences, 222, pp-235-243

Donaldson, G. (2015). Successful Futures. [online] Gov.wales. Available at: http://gov.wales/docs/dcells/publications/150225-successful-futures-en.pdf

BBC NEWS (2016). 'Critical shortage' of women in science jobs, report finds. pp.1-2.

Kolb, David A. (1984) Experimential learning: Experience as the course of learning an development. Prentice-Hall, inc., Englewood Cliffs, N.J

OECD. (2012). PISA - Against the Odds: Disadvantaged Students Who Succeed in School

Osborne, J., & Collins, S. (2001). 'Pupils' views of the role and value of the science curriculum: A focus-group study. International Journal of Science Education, 23(5). 441-467

Wankel, C., & Blessinger, P. (2012) Increasing student engagement and retention using immersive interfaces virtual worlds, gaming and stimulation (1st ed., cutting-edge technologies. Vol. 6C). Bingely: Emerald.