How can Science and Technology activities be made engaging and relevant in Primary Education?

To begin with, there is certainly a relationship between science and technology. It is aforementioned that science “involves acquiring knowledge through observation and experimentation”, while technology on the other hand applies this “scientific knowledge in practical ways” (Donaldson, 2015, p.50). This unquestionably demonstrates that Science and Technology are essentially closely linked, each depending on each other in one form or another (Donaldson, 2015, p.50).

‘Science and Technology’ as an Areas of Learning and Experience allows children and young people to discover their curiosities about the world around us (Arthur, Crick and Hayward, 2013), both naturally and physically, together with technology, allowing investigation, enhancing their understanding and explanation (Donaldson, 2015).  Science, along with technology are endlessly changing and improving the way we live. Furthermore, supports sustain society and solve situations that occur in and around our world and universe (DCELLS, 2012). Disputing why Donaldson (2015) is so interested in combining science and technology as a significant part in children’s education. Additionally, through science and technology, children and young people are able to experience and learn how technology is used and how it can be adapted to design products that improve the “quality of human life and to apply their specific and other knowledge to practical purposes and challenges” (Donaldson, 2015, p.50). Displaying through this they are grasping rich opportunities to develop their technological skills, knowledge and attributes. 

Furthermore, STEM involves the disciplines for science, technology, engineering and lastly, mathematics (DCELLS, 2012). STEM’s are the basis for innovation for future occupation, either in businesses or through industry work. Due to this, the Welsh Government is determined to promote and push forward these links between these themes and education allowing children and young people to really grasp an awareness of the real world (Jones, 2012, cited in DCELLS, 2012). Similarly, with regards to careers in STEM it has been suggested that by 2030, the United Kingdom will have over 7 million jobs that will all require STEM skills (OECD, 2011) as it has been recognised that science as a theme can support and engage children and young people, allowing them to broaden their life choices and opportunities, with regards to their future lives and careers (OECD, 2011). It could also help some low socioeconomic groups and backgrounds, as STEM careers it could help social mobility and stability (OECD, 2011).  Additionally, when it comes to children with a less advantaged education, it has been reasoned by OECD (2011) that those additional hours spent on science could actually assist them to become better equipped in their educational fields and performances. Therefore, closing the gap between those advantaged peers. 

With Regards to activities that can be translated into Primary Education to keep students engaged and interested, asking broad questions, which would get them thinking, is a technique that can be employed (King, 1995). Since teachers have the major challenge of maintaining students engagement and interest in their learning process (Park, 2003), asking questions can be used as a way of involvement. King (1995) argues that students need to be able to become critical thinkers; meaning that to accomplish this, continuously questioning their thinking, as well as the world around them will assist this and will allow them to develop a sense of engagement. Similar to this, Seeler et al. (1994) believes that educational strategies should be implemented, where students can be taken out of their ordinary passive roles and into a place where they are able to become active thinkers. For example, collaborating science and technology through project work to show off their knowledge, or going on school trips to locations of relation, for instance ‘Techniquest’. 

‘Techniquest’ is an educational charity and is the U.K’s longest running science centre, 30 years to be exact. Their mission as an organisation is to embed science in Welsh culture through interactive engagement (Techniquest, 2018). This science centre holds grand programmes and hands-on exhibitions for all ages, and is tremendously accommodating for those students learning about science and technology in the Welsh curriculum (Donaldson, 2015), and is a way of learning outside the classroom in a diverse environment (DCELLS, 2012). As an organisation they have values and expected behaviours for their visitors, such as, feeling empowered, being able to work collaboratively and taking inspiration from their science experiences (Techniquest, 2018). Here is a video that I was able to find explaining the purposes and motives of ‘Techniquest’ as a foundation: 

Moreover, teacher motivation is crucial in education (Han & Yin, 2016). Motivation to educate children will create a great impact and influence for children’s learning. Positive teacher motivation will generate student motivation, encouraging them to learn and contribute in education (Han & Yin, 2016). This expresses that for those children who may dislike education or feel unenthusiastic towards Science and Technology as an Areas of Learning and Experience, this motivation and collaborative effort will allow them to open up and become comfortable throughout their learning (Bucholz & Sheffler, 2009), considering that “being aware of, monitoring, and responding constructively to students’ signals of motivation” and engagement are significantly central teaching skills (Lee and Reeve, 2012, p.727).

In Gladstone Primary School, I have observed and assisted in science and technology lessons. Throughout their lessons they use the Internet to support their investigation and findings, allowing them to discover further information and knowledge. The Smartboard is included in their sessions as it enhances their engagement and involvement, rather than using textbooks. In one particular lesson, the class were studying the area of earthquakes. They were all intrigued on their study topic as a few days before, the earthquake that occurred throughout Wales was brought to light, and was the main emphasis and focus of the lesson, signifying the contemporary and current issue that took place was being explored and analysed (DCELLS, 2012). 

In conclusion, ‘Science and Technology’ is an Areas of Learning and Experience that has been viewed and analysed by Donaldson (2015) as an important theme for children and young people to be able to grasp and develop for the future, displaying why it is being embedded in the Welsh Curriculum (Donaldson, 2015). It is an area that allows peers to work collectively, share ideas and communicate amongst each other (Donaldson, 2015). They are able to open up and allow their imaginations to expand and explore new information (Donaldson, 2015) through fun investigation and activities to sustain their involvement and engagement throughout, allowing them to aim and aspire for interconnected career paths (DCELLS, 2012).

Reference List:

Arthur, S., Crick, T., Hayward, J. (2013). The ICT Steering Group’s Report to the Welsh Government. Crown Publishing: London.

Bucholz, J, L., & Sheffler, J, L. (2009). “Creating a warm and inclusive classroom environment: Planning for all children to feel welcome”, Electronic Journal for Inclusive Education, 2(4).

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

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

Han, J, and Yin, H. (2016). “Teacher motivation: Definition, research development and implications for teachers”, Cogent Education, 3(1), pp.1-18.

King, A. (1995). “Inquiring minds really do want to know: using questioning to teach critical thinking”, Teaching of Psychology, 22(1), pp. 13–17.

Lee, W & Reeve, J. (2012). “Teachers’ estimates of their students’ motivation and engagement: being in synch with students”, Educational Psychology, 32(6), pp. 727-747.

OECD. (2011). PISA – Against the odds: Disadvantaged Students Who Succeed In School.

Park, C. (2003). “Engaging Students in the Learning Process: the learning journal”, Journal of Geography in Higher Education, 27(2), pp.183-199.

Seeler, D, C., Turnwall, G, H. & Bull, K, S. (1994). “From teaching to learning, Part III: Lectures and approaches to active learning”, Journal of Veterinary Medical Education, 21(1).

Techniquest. (2018). The story of Techniquest. Available at: https://www.techniquest.org/about-us/the-story-of-techniquest/ (Accessed on: 2 April 2018).