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 21st 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
