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


(tutorialspoint, 2019)

Science and technology are becoming relevant in the new welsh curriculum as Donaldson (2015) implements both as part of the six areas of learning. However, with Wales highlighting the importance of science and technology, the history that science and technology as within England is the opposite. Davies et al (2014) relays that the term science was non existing in England in the 1980’s yet science is not considered as a subject within the early foundation phase in the curriculum today. Considering what Davies et al (2014) states back in 2014 which the curriculum in England may have transitioned to include science. Davies et al (2014) also states that science is also absent in other countries. Although science is not a subject in England education system according to Davies et al (2014), technology does play a role. In 2013 Ofsted concluded that ICT was much stronger in primary schools in contrast to secondary schools whilst reporting teaching quality in schools (Parliament UK, 2015). The important factors of science and technology may be ignored if the subjects are not implemented within education in certain country education systems. On the other hand, with Wales implementing science and technology into the new curriculum the outcomes can be beneficial. Donaldson (2015) relates that individual learners will benefit in the outcomes whilst using science and technology to become ambitious capable learners and creative contributors.

The lack of science and technology can reflect negatively on the academic achievement of students in education. Osbourne and Dillon (2002) cited in Gresnigt et al (2014) that everyone needs a basic understanding of science and technology as our society is surrounded by the subjects. Students in primary education are provided with the curriculum to encourage them to reach their full potential however, with the lack of science and technology being taught can impact on their development in later life. According to Ofsted (2013) science is not being taught everyday in primary schools. This can lead to the lack of encouragement that students will have towards science as a subject. With limited time to teach science there may be a lack of desire to learn science. The impacts of the limited amount of encouragement towards science can be long term on society. The BBC News (2016) state that the welsh government are seeking for opportunities to encourage women specifically into STEM (science, technology, engineering and mathematic) job roles. This leads to the gap in job roles for females most importantly. To tackle the problem of encouragement towards science, education can play a significant part to promote encouragement for students. The recommendations that could encourage science for children is that teachers who adopt more science skills should enthuse girls to engage in science (BBC News, 2016).

However, with recommendations being advised towards promoting engagement for students towards science, technology also has downfalls within primary education. According to Leask and Meadows (2000) there has been evidence that indicates ICT is only occasionally used by teachers in primary education where they feel obliged to use rather than appreciating the value it can have on education. Through experience in primary schools, I have noticed that the use of technology is portrayed as a quick activity rather than a useful learning activity where children are able to engage. This limits the student’s opportunity in primary education to engage with technology. With Donaldson (2015) stating that technology can provide knowledge in practical ways, teachers need to encourage engagement towards technology in primary schools, which can allow students to develop their knowledge. Technology has become essential in schools today (Hudson, 2013) and requires importance in the engagement of students. Leask and Meados (2000) imply that technology has many factors of importance in education as it is needed in everyday life and leads to a necessity in later life with businesses seeking digital technology skills.

Considering the importance of both subjects of science and technology, Donaldson (2015) relays in the new curriculum that science and technology have similar links and can be dependant on each other. With science and technology being portrayed negatively towards engagement from students in the past the combination of the two subjects in the curriculum may show potential, to promote student engagement. Similar to Donaldson (2015), Davies et al (2014) implies that science and technology adopt common purposes and qualities, which practitioners in primary schools may be aware of to consider implementing within their practice. Including science and technology into practices will require links to the curriculum. Donaldson (2015) indicates that the aim for students to use science and technology is to provide opportunities of how technology can be used, additionally applying to their knowledge for practical purposes and challenges. Zoller (1990) cites in Zoller (2011) supports Donaldson (2015) relays his aims for the curriculum by stating, that students can achieve being capable of problem solving and understanding core knowledge and concepts through science and technology. Zoller (1990) cited in Zoller (2011) believes that within a technology and science classroom their needs to a supportive atmosphere that promotes children to achieve. This requires the engagement of students towards science and technology.

Engagement is essential in promoting science and technology in primary schools however, some students may have had access to technology outside of schools. According to Pahomov (2014) children who use technology at home may have developed technology skills therefore, the curriculum needs to consider how children may have adopted skills of technology, to implement in activities for successful engagement. Tytler (2007) agrees that there needs to be more support system to engage the youth in science and technology. Activities can be implemented into practice to involve science and technology and engage students such as Milk art.

Milk Art can be a fun activity to get children interacting in primary school activities during class. As the new curriculum states this area of learning that highlights science and technology aim to gain experiences that capitalises on children’s curiosity and enquire knowledge through experimentation (Donaldson, 2015). With children being naturally curious, primary schools should provide science activities that nurture children’s curiosity and allow students to question in which they can develop their knowledge (Welcome, no date). An activity that includes milk art, provides students experience that they can enquire of how it works. This also can build on student’s knowledge when experimenting with various materials such as milk, soap and food colouring (Science Fun for Everyone, 2018).

Although science and technology activities can be made engaging in the classroom such as milk art, outdoor activities can also implement science and technology. Bianchi and Feasy (2011) explain there has been many interventions of science and technology yet only in the classroom environment. To promote science and technology and get students engaging in an activity primary schools could consider a change to the setting of the activity. Bianchi and Feasey (2011) suggest that primary schools can use school grounds for teaching science across the curriculum. This may engage more pupils towards learning science and technology. Also, encouraging an outdoor environment for activity can link to Donaldson (2015)’s report as students can explore the impact of technology and science on the environment whilst being in the outdoor setting.

Considering the research there are many challenges on how to promote science and technology in primary education. However, with activities such as milk art and outdoor settings, it involves students which can increase engagement. There is need for science and technology as it is essential to schools today (Hudson, 2013).

References

BBC News (2016) BBC News. Available at: https://www.bbc.co.uk/news/uk-wales-35747420 (Accessed: 23rd March 2019)

Bianchi, L. and Feasey, R. (2011) Science Beyond The Classroom Boundaries For 3-7 Year olds. New York: Open University Press

Davies, D., Howe, A., Collier, C., Digby, R., Earle, S. and McMahon, K. (2014) Teaching Science and Technology in the Early Years 3-7. 2nd edn. New York: Routledge


Gresnigt, R., Taconis, R., Keulen, V, H., Gravemeijer, K. and Baartman, L. (2014) ‘Promoting science and technology in primary education: a review of integrated curricula’, Studies in Science Education, 50 (1), pp. 48-84

Hudson, P. (2013) Learning to Teach in The Primary Schoool. New York: Cambridge University Press

Leask, M. and Meadows, J. (2000) Teaching and Learning with ICT in the Primary school. New York: Routledge Falmer



Science Fun For Everyone (2018) Milk Art. Available at: http://www.sciencefun.org/kidszone/experiments/milk-art/ (Accessed: 23rd March 2019)

tutorialspoint (2019) tutorialspoint. Available at:


Tytler, R. (2007) Australian Education Review. Available at: https://research.acer.edu.au/cgi/viewcontent.cgi?article=1002&context=aer (Accessed: 23rd March 2019)

Welcome (no date) Primary Science. Available at: https://wellcome.ac.uk/what-we-do/our-work/transforming-primary-science (Accessed: 23rd March 2019)

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




























Comments

Post a Comment

Popular posts from this blog

The Value of the Welsh Language in Primary Education

Image
The Value of the Welsh Language in Primary Education L anguage is a part of our identity according to Cremrin and Arthur (2014). The importance of the Welsh language has been recognised by the Welsh Assembly Government whilst in the process of planning the new curriculum. Their focus is to maintain the welsh language for all in which they describe children’s welsh language skills as an important part of the early years sector (Welsh Assembly Government, 2017). With language being our form of communication to peers, teachers and family members (Cremrin and Arthur, 2014), the Welsh Assembly Government have decided to maintain the identity of the country by continuing the welsh language. Implementing the welsh language into welsh schools will reshape welsh teaching and allow young people to use their welsh language skills in a wider society (Welsh Assembly Government, 2017). However, with the welsh assembly government aiming to increase the welsh language within the curric...
Read more

How can collaboration skills be developed in schools?

Image
How can collaboration skills be developed in schools? Collaboration is a style in which members of a team work together to make an instructional decision (Cook and Friend, 1991). In school’s students work together in various activities where collaboration is required. Donaldson (2015) aims to achieve collaboration within the new curriculum in Wales, stating that students must adopt being a team member as it is essential for the modern work place. The responsibility on teachers to deliver a teaching style that includes collaboration is vital as the new curriculum is dependent on providing students with the collaboration skill. However, difficulties may arise, collaboration has a misconception due to its similarities to cooperation. Cooperation could show confusion as it’s defined as “an act of working together with someone or doing what they ask you to do” (Cambridge Dictionary,2019). With both skills essential to Donaldson (2015)’s aims for the new curriculum it’s necessary to c...
Read more