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

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

What is science? Science is learning about the world around us, by experimenting, observing, solving problems, measuring and recording data, discovering new stuff and testing out everything. What is STEM? STEM stands for Science, Technology, Engineering and Mathematics. What is the importance of STEM? STEM can create a learning environment where children can incorporate science, technology, engineering and mathematics to solve real problems. It exposes children to develop an inventive mindset that can help them with the skills that they will need in adulthood. (Uri, 2011). In science, what is the importance of technology? Technology is an application of scientific knowledge, technology relies upon science (Quora, 2017).

‘’Science and technology can improve the quality of life through new developments and advances in emerging technologies’’ (Donaldson, 2015)

In 1991 there was a policy statement, The Association for Science Education (1991) articulated that Science and Information Technology are inseparably linked. For this reason, it is important to understand the connection between the two, but, not to contradict the characteristic elements or the uniqueness of either.  (ASE, 1991) Then is 2010 the ASE and the D&T Association started to make effective links between the two subjects.

Science and technology are both equally and extremely important in education, as they both distribute a fair amount of skills, without science how could we make technology. ‘Science supports the development of technology and advances in technology lead to new scientific discoveries’ (Lawrence and Lunt, 2011, p. 4). (Gardner 1994: 5) I found this quote interesting because technology has only so far proven to get better over time and be creditable in so many ways not just for one topic but for all purposes within education. We have already been made aware that technology may take over the role of teachers within a classroom. Nobody knows how true these allegations are but, we do know one thing for sure and that is technology is showing no signs of slowing down. Science is all about finding out new discoveries and replacing the old with the new and that is the same boldness with technology (Quora, 2017).

Chambers (2011) suggest that in technology its known to start with a problem, which straight away links to problem-solving, from that children will know that they need to come up with a solution that will solve a problem. For example, the room in the classroom is dark, what will the children need to do to solve this problem?

They’ll have to use science and understand that to change the room from darkest to light, they’ll have to turn on the light switch. Looking at that situation the children would understand that they have used technology by problem-solving then moved to science by understanding electricity and light. (Chambers, 2011) To add to this concept this shows the importance of linking technology and science as one topic.

“Techniquest highlights the implication of what we know about science, how we think about it, what (science-related activities) we do and who we know in shaping attitudes and feelings about STEM” (Techniquest, 2019).

Using technology in education can keep students engaged and the use of multimedia can help students retain information better. How can students retain formation better? According to Alex (2007) it had been known that technology helps to enhances students learning by enhancing word processing, visualising the research by YouTube videos, example videos on webpages, fostering creativity and strengthening computer skills. 
Donaldson (2015) believes that using Science and technology as cross-curricular can help to support data handling and process design. Children can use technology to make a record of their science work by taking pictures and recording using an iPad (Chambers, 2011). This way, the children can always look back on their work which can also be published to their school twitter page and school website, for their parents and guardians to see what work they have produced.  This shows that technology plays a big part in schools especially in science. Having said that, technology can also bring potential challenges, some children may become too fixated over the electronic device rather than paying full attention on the scientific experiment. This can impose significant issues within the lesson and cause many disruptions,

Some children are confident when using electronic devices and shows a good level of competence, and in some schools, teachers may not allow children to showcase their digital skills enough to know that they can collaborate technology and science together as part activities (Chambers, 2011). In conjunction with these teachers they need to take full advantage of allowing children to use their problem-solving skills and digital skills and combined the two. In some cases, technology may not give teachers time to adapt to the growing demand of educational apps and updates, so, instead of going with it and moving with the speed of change they may rather dismiss using technology as a learning tool altogether (Chambers, 2011). By this, they are not allowing children to continue their digital skills and make meaningful connections. Its alright to not be at the same pace as the children and by working alongside together when combining science and technology children can teach their teachers a lot without even realising (Sweeney & Alexander, 2003). Children should continue being exposed to technology, because there are many computer applications in today's world that children need to understand technological instructions. We use technology in our everyday lives, from speaking on the phone, looking for directions, catching up with tv series to researching for information to be used for an assignment or school project (Alex, 2007). We are becoming more dependant on technology, by knowing how to use technology effectively we need to continue to promote it in schools. 

Here is a short clip of a child who is using both technology and science to create a master piece, he is creating a hovercraft using a cd and an air balloon. This shows how they both compliment each other. https://www.youtube.com/watch?v=3xPPES-7TPw

“Science has the capacity to embed technology in such imaginative, creative and meaningful ways.” (Chambers, 2011, p. 3). “Related to this is teachers' lack of confidence in their own knowledge and abilities to teach science effectively.” Sweeney & Alexander, 2003, p. 46). Commentary to this, some teachers may find easier topics to teach the children within science and use technology as a strategy to help assist the children’s learning, but, to use both topics effectively the teachers need to have a great level of understanding and knowledge about both topics before completing the two subjects together (Sweeney & Alexander, 2003).  Teachers needs to keep science interesting with or without the help of an electronic device, before having access to iPad science lessons were being experiment as a lone topic. Teachers need to be confident when teaching science as this will only show to the children as they need to try their best to prepare students for a world that is technology dominated (Alex, 2007).

It is in teacher’s duty to keep children enthusiastic about science, some science and technology activities could include a sat-navigation which many children are already familiar with. By allowing children to use a familiar item is showing the children that their skills are being witnessed and used as a dominant tool. This allows the children to feel comfortable and intrigued in their learning (Dixon, 2007). In that activity the children can describe the theory of satellites circling the Earth, which links to their waiting until the sat-nav screen shows that the satellite has picked up a connection enabling them to tap in their chosen location. To add to this, the children will be able to understand what is happening throughout the whole process, using cross curricular links and problem-solving (Dixon, 2007).

In Cardiff there is a place called techniquest its situated in Cardiff Bay and was the first science centre in the UK, they are known for creating programmes and exhibitions. They offer a wide range of activities and sciences experiments that can be viewed by children and adults, the range between foundation phase right the way to adults. Techniquest allows children to learn the concept surrounding science and have a hands-on experience, by having this approach can help the children to learn and understand science (Techniquest, 2019). 


Here is a link that will give you an insights of what to expect when you visit techniquest: https://www.youtube.com/watch?v=-VLCFsSmm3U&pbjreload=10

Some ideas of what you will find at techniquest:

·         

      Lightening stimulator – children can watch the lightening following their hands as they move it around the glass cylinder. (Techniquest, 2019).

·      The projector room – captures a temporary impression of your shadow on a white screen that is situated behind you. (Techniquest, 2019).

·      Human Body - Children can learn about each organ and see where they are placed within the body. (Techniquest, 2019).

·      The water area – See how water travels and what objects can float on water. (Techniquest, 2019).

Reference

Alex, J. (2007) Does Using Technology  Help Students  Retain Information They Learn? A teacher inquiry. Available at: https://ed.psu.edu/pds/teacher-inquiry/2007/alexjinquiry0607.pdf  (Accessed on: 15th March 2019).

ASE (1991) Change in our future – a challenge for science education. Hatfield: Association for Science Education.

Chambers, P. (2017). Improving the Teaching of Science and Technology in Primary Schools--A Cluster Approach. Primary Science, 148, pp. 17-19.

Dixon, A. (2007) Finding your way: GPS and geocaching. Learning and Leading with Technology, 34(8), pp. 29–31.

Donaldson, G. (2015) Successful futures. Independent Review of Curriculum and Assessment Arrangements in Wales. Available at: https://gov.wales/docs/dcells/publications/150225-successful-futures-en.pdf (Accessed on: 15^th March 2019).

Gardner, P (1994) Representations of the relationship between science and technology in the curriculum.   Studies in Science Education, 24, pp. 1–28.

Jonathan, D., Abdulhussain, E. M., & O'Reilly. J. (2013) Investigating the Potential of Irish Primary School Textbooks in Supporting Inquiry-based Science Education (IBSE). International Journal of Science Education 35(9), pp. 1513-1532.

Quora (2017) How important are science and technology. Available at: https://www.quora.com/How-important-are-science-and-technology (Accessed on: 15^th March 2019).

Sweeney, J. & Adamson, J. (2003) Teaching primary technology: Views and experiences from Northern Ireland. Irish Educational Studies, 22(3), pp. 57-70.

Sweeney, J. & Alexander, P. (2002) Teacher confidence in the teaching of science and technology in primary schools in Northern Ireland, Irish Educational Studies, 21(3), pp. 45-59, DOI: 10.1080/0332331020210307

Techniquest (2019) Techniquest. Available at: https://www.techniquest.org/ (Accessed on: 15^th March 2019).

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