How can an out of classroom environment promote scientific and innovation skills

          This blog entry reflects on the group assignment to produce an educational podcast that shows ‘how an out of classroom environment can develop children’s scientific and innovation skills.’ To complete this assignment, I was working with a fellow student and our podcast reflects on a visit to Techniquest in Cardiff. We concentrated on primary school children and how their scientific enquiry and innovative skills are developed for them at Techniquest.  According to Robinson (2009) a podcast, as a form of assessment, provides a new way to interact and use a studied subject’s material. Additionally, it promotes STEM subjects by using technology in a more creative way. As reported by the Welsh Government, science education is very important in the 21^st century and it should be supported and promoted in primary education.

             This assignment is part of a group working environment and referring to Nurmi (1996) team work should be built on co-operation, planning and preparation. Beverly and Hogan (1999) pointed out that clear communication and expectations when working as a team enable you to set up a strong learning partnership. As advised by Cottrell (2008) we have done background research to stay focused on the question at hand. He stated that thoughtful preparation before you start writing an academic piece would enrich the knowledge with different views on the studied topic. In the next step, we used the strategic skills to balance the work equally between both of us which links to leadership skills (Norris, 2011). We have organised the meeting to equally split work and parts of the assignment that we were going to research. My contribution to the project included preparing information on Key Stage 2 children and the conclusion. While conducting research at Techniquest, I also found information on a gender awareness programme, STEM and science centres in the UK. As part of the leadership skills, we took the lead of own work and managed our resources to get the project completed on time (Norris, 2011). Next, we organised a meeting to put all of our ideas together and finalise the project. We shared ideas, critically check each others’ notes, give advice and implemented changes where needed. Completing the task as a team also worked as a motivation tool to communicate and complete small tasks on time to meet up and discuss each part of the project. The podcast is created by using various pictures, texts, videos and informative quotes related to the topic to make it more creative and interesting to listen and watch.

       This podcast is supported by the literature and research conducted in Techinquest, which includes interesting and educational information about how Techniquest can help to develop children’s scientific enquiry and innovation skills. Most of the literature reported that science centres like Techniquest creates a rich, out of the classroom environment that promotes scientific skills, creativity, hands-on experiences, engagement and positive attitudes toward science (Barriault and Pearson (2010); DfES (2006). In the podcast, we also discussed limitations raised by DfES and criticism reported by Rennie and Johnston (2007). The podcasts is published and is available for a wider audience and other students who wish to acquire and learn more about studied subject by listening to it at any time. 

          In conclusion, as a group assignment, I worked very hard, fully contributed to teamwork, took ownership of allocated tasks and duties. Material was shared equally and fairly. I have communicated, shared and exchanged ideas in order to deliver a high quality podcast supported by an academic research and thoughtful planning. 

Reference

ASD (2010) ‘Assessing the Impact of Science and Discovery Centres.’  The Association for Science and Discovery Centres. Available at: http://sciencecentres.org.uk/govreport/  (Accessed: 5 February 2015)

Barriault, Ch., and Pearson, D. (2010) ‘Assessing Exhibits for Learning in Science Centers: A Practical Tool’ Visitor Studies, 13, 1, pp.90-106

Beverly, K., and Hogan, J. (1999) ‘Improve Teamwork.’ Executive Excellence, 16, 6, pp. 17

Cottrell, S. (2008) The study skills handbook. London: Palgrave Macmilliam

DfES (2006) ‘STEM Programme Report and Lord Sainsbury, 2007’ The Race to the Top: a Review of the Government’s Science and Innovation Policies.

Norris, T., S. (2011) ‘Grow your leadership skills’. Professional Safety

Nurmi, R. (1996) ‘Teamwork and team leadership’ Team Performance Management, 2, 1, pp. 9-13

Rennie, L.J., and Johnson, D.J. (2007) Visitors’ perceptions of changes in their thinking about science and technology following a visit to science center.’ Visitor Studies, 10, pp.167-177

Robinson, S. (2009) ‘Podcasts in education: what, why and how?’ Allied Academies International Conference. Academy of Educational Leadership. 14, 1, pp.38

http://www.techniquest.org/

 

Creative learning in Techniquest

     Techniquest is based in Cardiff Bay and offers numerous unique hands-on experiences. It is suitable for all learners, from primary to secondary school age children and even adults will find something enjoyable to explore.  I think, primary age school children will enjoy and benefit from the exhibits the most because they are just starting their discovery and exploration of learning with science. 

     Techniquest provides additional help and support for teachers and learners to expand knowledge into practical hands-on experiences. In Techniquest there are more than 100 hands-on exhibits that place a child in the centre of learning and investigating science and maths tasks. These hands-on experiences aim to encourage children to use their creative, physical and thinking skills to apply them into practice and find solution for each exhibit.  All educational programmes organised in Techniquest are designed to support and work alongside the National and Literacy Framework.

         The exhibit I explored was the glass sphere. I think cross-curricula learning was achieved because the subject knowledge used in this exhibit were physics, chemistry, physical skills.  I would recommend this exhibit for children in primary and secondary schools because by hands-on experiences learners will investigate how it works and discussed it in the classroom. Children will work in team, collaborate, taking turns and asking questions.

       In my opinion, children learn best from real settings and experiences that can practice themselves. Teachniquest is a very interesting place that promotes learning and doing. The place itself promotes healthy learning, it has an open plan setting with plenty of natural light and space creates very fresh and dynamic environment for children.

Reference
www.techniquest.org

Education for Sustainable Development and Global Citizenship

       Today, I would like to reflect my thoughts on an approach Education for Sustainable Development and Global Citizenship (ESDGC). The aim of this approach is to develop our understanding and knowledge about aspects of our everyday life and on a global scale.  The ESDGC project is supported by Welsh Government policy and it’s integrated into curriculum and management of schools.  The ESDGC also cooperates and works with local, national and international organisations all over the world. It is a very powerful project that enables people to develop an understanding about the world and the issues related to environment, humanity and planet as a whole. ESDGC is divided into seven themes which are: wealth and poverty, health, natural environment, climate change, identity and culture, choices and decisions, consumption and waste (DCELLS, 2008). 

       Personally, I didn’t have a chance to experience this approach in school.  There are many schools, such as Dyffryn School in Port Talbot, that actively takes a part in this project. It is beneficial for all learners, teachers and those around them. By clearer aims and structure, it helps to understand and gain new experiences and knowledge. More importantly, it opens and broadens minds about the issues related to the themes mentioned above. Children learn about everything that happens around them, in their community and country but also learn about other countries. This approach, not only expands our knowledge but also changes the way we live and experience our day to day activities. Children share their experiences with peers, family and friends. In this form, the inquiry learning is expanding to a wider audience making it interesting and powerful. By learning about other cultures and communities, we respect others and appreciate their values and beliefs. This form of education brings communities closer and raises awareness of the issues that relates to each person who lives on this planet.                                                                

        I grew up living and learning in Poland. The issues discussed in this approach are as important here as they are in Poland. By learning about this approach, it proves how important is to celebrate cultural, environmental and linguistic diversity, foster positive attitudes towards others who are different to us. More importantly, it involves everybody to care for our future and our planet no matter where you are from. Through my journey to becoming a teacher, reflecting and exploring new ways of educating children in the 21^st century it is very inspirational and fascinating.

   

    

Reference

DCELLS. (2008) Education for Sustainable Development and Global Citizenship: A Common Understanding for Schools. Welsh  Assembly Government

Welsh Government policies for ESDGC