How can science and technology be made engaging and relevant in primary education?
In primary education, I believe that science predominantly, is undervalued. From my own personal experience in primary school, the science lessons were rare and technology did not play a very big part in the lessons as the use of technology in the classroom was a new concept at the time. Since the awakening of the technological era, the use of technology in schools has increased significantly with children using technology more than ever inside, and outside the classroom. The use of technology has become a norm in everyday living and as a result, the UK’s curriculum is focusing more and more on ICT, moving it away from a lesson in itself, and towards using technology to explore different subjects. (Intel, 2018) This is implemented in Donaldson’s (2015) Successful Futures curriculum as he is now introducing digital competency as a cross curricular skill alongside literacy and numeracy.
As technology has evolved, I believe that schools have subconsciously neglected science as Goerge (2018) states that the subject has become a victim of English and Mathematics and is being squeezed out of primary schools. This statement is supported in an Estyn (2013) report of the school I am currently doing placement in. `It states that the school was the bottom 25% for the core subject indicator for English, mathematics and science (Estyn, 2013). In their most recent Estyn report of 2017, the school says that the school has devoted more time to improving children’s core skills in science. The example from this school could be a reflection on Britain as a whole as a statement by George (2018) says that “when the government last monitored the national performance of 11-year-olds in science two years ago, it found that less than a quarter - 23 per cent - had achieved the expected standard.”
There are many activities that could peak children’s interest in science. This could include visiting a learning facility such as Techniquest in Cardiff Bay. From visiting Techniquest with the University, it was clear that schools could benefit from this experience as there are a range of interactive activities, theatre rooms to learn about the environment and space for all key stages and also a series of laboratories to engage in various experiments. The first activity upon arrival was the theatre room where a scientist was conducting an interactive lesson on the environment. This interactive experience included the participation of the children to help them visualize the impact on the environment such as air pollution, platic in the ocean, and pollen levels. This activity also allowed the children to convey their thoughts on how we can improve our environment regarding these topics. Learning about the environment and the things we can do to help is increasingly important in today’s society as global warming continues to worsen. This is reflected in research by Summers, Kruger and Childs (2010) who say that education about the environment is of such importance that it should begin in primary schools.
The other activity we participated in was visiting the laboratory and solving some visually deceptive experiments. It is important for children to experience a laboratory as there aren’t any in primary schools, therefore this could be a good transition for year six children going to comprehensive school. Also, by having an authentic experience of science, these types of workshops provide an opportunity for learners to meet ‘real’ scientists, with one of the take-home messages from the day being that anyone can get involved in science, whatever their ability or subject of interest (Muller et al. 2013).
The first experiment consisted of a long narrow tube inside a short wide tube, both has the same surface area. The long narrow tube was filled all the way to the top with sand. Before the sand in the long tube was emptied into to short tube we had to answer a question. Would the sand fill up to the top of the short tube, would it overflow, or would there be too little sand. This really engages the mind and encourages children to think for themselves what the answer may be. Here’s a photo of the task.
In my opinion, I believe that there is not enough emphasis on science in schools and I believe that science should be made more interesting by conducting experiments instead of viewing science as noting facts, graphs and equations. Thanks to the advancement of technology in schools, there are many free programmes and workshops online and there are also many resources and experiments available on youtube which will be linked below for some inspiration. As technology is advancing science is being left behind. Despite this, it is important that children see the link between the two. Without science, technology may not be as advanced today. What is your opinion on the use of science in primary schools? Does your primary school effectively teach science? Is there enough science being taught in schools?
References
Donaldson, G. (2015) Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales, Welsh Government: OGL
Estyn (2013) Estyn (2013) A report on Goetre Primary School [Online] https://www.estyn.gov.wales/sites/default/files/documents/Inspection%20report%20Goetre%20Primary%20School%202013%20%28English%20only%29_0.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf(Accessed, 25 March, 2019)
Estyn (2017) Estyn (2017) Report following monitoring Level of follow-up: significant improvement Goetre Primary School [Online] https://www.estyn.gov.wales/sites/default/files/documents/Inspection%20report%20Goetre%20Primary%20School%202013%20%28English%20only%29_0.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf.pdf(Accessed 25 March, 2019)
George, M. (2018) Why is primary science dying? The Times Educational Supplement, TES Global Ltd: London [Online] https://search-proquest-com.ezproxy.cardiffmet.ac.uk/docview/2029472613/abstract/1EDB029123F245E9PQ/1?accountid=15588(Accessed 25 March, 2019)
Intel (2018) Research Report: UK, The road to digital learning Fujitsu: London [Online] https://www.birmingham.ac.uk/Documents/HEFI/FUJ-Education-Report-UK.pdf(Accessed: 25 March, 2019)
Muller, C.L et al.(2013) The Blue Marble: A model for primary STEM outreach Physics, Education (48) 176 [Online] https://iopscience-iop-org.ezproxy.cardiffmet.ac.uk/article/10.1088/0031-9120/48/2/176/pdf(Accessed: 25 march. 2019)
Summers, M., Kruger, C. & Childs, A. (2001) Understanding the science
of environmental issues: development of a subject knowledge guide for primary teacher education, International Journal of Science Education, 23:1, 33-53 [Online] https://www-tandfonline-com.ezproxy.cardiffmet.ac.uk/doi/abs/10.1080/09500690116990#aHR0cHM6Ly93d3ctdGFuZGZvbmxpbmUtY29tLmV6cHJveHkuY2FyZGlmZm1ldC5hYy51ay9kb2kvcGRmLzEwLjEwODAvMDk1MDA2OTAxMTY5OTA/bmVlZEFjY2Vzcz10cnVlQEBAMA== (Accessed 25 March, 2019)
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