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

Now more than ever, children and young people need to acquire transferable skills that can be adapted in real life situations and scenarios (Welsh Government, 2018). The government are changing the way in which children between 3 and 16 are developing and the new curriculum will put more emphasis on equipping young people for life and not just for school. According to the Welsh Government (2012) science is not just a school subject; it consequently changes and improves around us and has as an immediate impact on how we live our lives. Embedded within the Science and technology area of learning and experience (AOLE) section of the the new curriculum, are opportunities to trigger young people’s “curiosity about the natural, physical world and universe through investigating, understanding, and explaining” (Donaldson, 2015, p. 50). Other skills that can be developed through science and technology include the ability to “generate and test ideas, gather evidence, make observations, carry out practical investigations, and communicate with others” (Donaldson, 2015, p. 50.) Expanding knowledge and understanding using these skills will enable children to make direct links with the four purposes of the curriculum and will entitle them to become “enterprising, creative contributors, ready to play a full part in life and work.”

The new science and technology AOLE will provide practitioners with the freedom and capability to enhance and upgrade their lessons from a single subject lesson into a lesson that encourages full engagement and enthusiasm from children. Allowing the use of technology within science lessons opens up pupil autonomy and a learning experience that would not be accessible through the dated curriculum. Nelson (2007) stated that motivation is simultaneously achieved when autonomy is enhanced within a classroom. Giving pupils the opportunity to be responsible for their own learning has beneficial effects, as the increase in motivation will ensure full engagement is achieved. For Vinson et al. (2010) the learners’ engagement is a key element that results in pupil success. 

Using virtual reality (VR) within education is just one way in which technology can be used to provide a better quality of teaching. Using virtual reality to construct a biology lesson that would not be feasible in a classroom provides children with an authentic experience that will be highly stimulating. Dawley & Dede, (2014) addressed in their work that virtual worlds can be highly engaging and motivating which is essential to learning. This has become evident through personal experiences using VR headsets within lectures and seminars. It is easy to understand the stimulating learning experience VR can bring to a classroom. Despite the immeasurable contributions VR may provide in a lesson, it must be taken into consideration that within an ever changing technological world, technology such as VR that are currently being used within classrooms may soon be outdated and irrelevant. Although there is a current widespread acceptance of the use of technology within education, Krentler & Willis-Flurry (2005) highlight the unknown legitimacy of the concept of using technology to enhance pupil learning. They point out that “there is little empirical research on the effectiveness of students' use of technology in enhancing their learning.” Although there is a lack of evidence supporting the effectiveness of technology within a classroom, it has been reported that children perceive technology to be a useful learning tool.

According to Duncey, (2015) science and technology enables learners to acquire knowledge and develop their skills through observation and experimentation. The reformation of the science and technology AOLE allows learners to subsequently apply their knowledge in practical ways. Applying knowledge in practical ways promotes autonomy for learners resulting in higher levels of engagement.

Techniquest is a leading example of how children can be inspired to learn and develop new scientific knowledge and skills interactively. The UK’s longest established science centre that has a “a mission to embed science in Welsh culture through interactive engagement” has over 120 hands on exhibits that is ideal for child-centered learning and investigation. During a recent visit to the science centre, we as a university group took part in a biology lesson on the digestive system. The unique learning opportunities that took place in the science theatre contributed to an authentic learning experience due to the new learning environment. To add to this, the expertise portrayed by the staff at the science centre also allowed the sense of authenticity (Herrlington 2000). We as young adults were fully engaged with the way in which Techniquest used technology alongside science to provide interactive learning. From our own personal experiences, it is easy to comprehend how young children would engage and learn in such a fruitful environment. Techniquest link all their programmes to the Curriculum for Wales and ensure that the AOLE are embedded within their work.

Science, technology, engineering and mathematics (STEM) is currently the foundation of innovation in today’s industry; it is crucial that the Welsh Government continue to make links and build bridges between these areas and education. If links are made promptly, it will help children get a real grasp of the real world of work (Carwyn Jones, 2012). It has been highlighted in the News that according to the Royal Academy of Engineering, “the shortage of engineering graduates could leave the sector in Wales behind if more do not enter the profession.” Donaldson’s new curriculum for Wales has identified this gap and taken into consideration that the children of the future may not have the employability skills and knowledge of science and technology that the future jobs will require; ultimately proposing an area of learning specifically based on STEM. Dcells (2012) identified that skills and knowledge that young people will poses in the future are bound by an equal body of skills and knowledge as a result of growing up in a technological world. In order to trigger interest in science and technology at an early age, it is crucial that practitioners take on board the recommendations of Donaldson and use the freedom that the new curriculum will bring in order to deliver exciting and engaging lessons involving science and technology.

References

BBC News. (2014). Warning over shortfall in engineers. [online] Available at: http://www.bbc.co.uk/news/uk-wales-26912408 [Accessed 4 Apr. 2018].

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: February 2015.

Duncey, M. (2015). Donaldson Review: The ‘purposes’ and content of a Curriculum for Wales. [online] IN BRIEF. Available at: https://seneddresearch.blog/2015/03/17/donaldson-review-the-purposes-and-content-of-a-curriculum-for-wales/ [Accessed 3 Apr. 2018].

Gov.wales. (2018). Welsh Government. New school curriculum. [online] Available at: http://gov.wales/topics/educationandskills/schoolshome/curriculuminwales/curriculum-for-wales-curriculum-for-life/?lang=en (Accessed 2 Apr. 2018).

Krentler, K. A., & Willis-Flurry, L. A. (2005). Does technology enhance actual student learning? The case of online discussion boards. Journal of Education for Business, 80(6), 316-321.

Nelson, B. (2007) Exploring the use of individualised, reflective guidance in an educational multiuser virtual environment. Journal of Science Education and technology, 16(1), 83-97.

Sharp, J., Peacock, G., Johnsey, R., Simon, S., Smith, R., Cross, A. and Harris, D. (2012) Primary science: teaching theory and practice. Exeter: Learning Matters.

Vinson, D., Nixon, S., Walsh, B., Walker, C., Mitchell, E., & Zaitseva, E. (2010). Investigating the relationship between student engagement and transition. Active Learning in Higher Education, 11(2), 131–143.

Qualter, A. (2014) The teaching of science in primary schools. London: Routledge.

Sharp, J., Peacock, G., Johnsey, R., Simon, S., Smith, R., Cross, A. and Harris, D. (2012) Primary science: teaching theory and practice. Exeter: Learning Matters.