Transcript Engineering the Future

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Engineering the Future: working together to enhance
understanding, commitment and participation in engineering
Engineering the Future
IEEE and Scottish Government,
Stirling Management Centre
14th March 2011
Louise Hayward
Professor of Assessment and Innovation
University of Glasgow
www.engineeringthefuture.info
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Science and Engineering Action Plan
Engineering the Future – EPSRC, LTScotland/Scottish
Government (Prof Gordon Hayward, Strathclyde (EEE), Dr Brian
Stimpson; Glasgow Engineers, Prof Catriona Bryce, Technologists,
Dr Jane Magill and educationalists, Prof Louise Hayward, Ernie
Spencer, George MacBride; Development Officer, Dr Elsa Ekevall)
Engineering the Future - working in primary schools
Engineering the Future – sustainable development
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EtF KEY AIMS AND APPROACHES
Improve young people’s
understanding of engineering as
science in action, promote enthusiasm
for it and raise its status as a valued
and attractive profession
Develop very good teaching of it in
both schools (original project
secondary, now also primary) and
universities
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© ISTOCKPHOTO/MARTIN MCCARTHY
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EtF KEY AIMS AND APPROACHES
Develop and implement innovative and engaging engineering
activities within the school curriculum
through school/university/industry partnerships (EEE
departments)
through drawing on research about effective learning
Embed engineering in Curriculum for Excellence
in collaboration with policy makers
and developers of the science and technologies curricula
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PROJECT SUCCESSES
Increased teacher awareness of engineering and the
potential for linking it with physics and other aspects
of science.
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PROJECT SUCCESSES
“Free-standing” engineering activities:
Development of a games-based on-line
engineering module, the Bio-dome (by
TPLD, with the financial support of the
Agilent Foundation).
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St Joseph’s College
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project
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Balfron High School
CREATIVE
Dumfries Academy
Lanark Grammar School
S3INVENTIVE
Pimp my Trolley
S1/2 Wind Turbines
S1/2 Engineering challenge
Balfron High School
S1 cross-curricular bat
monitoring project
Belmont Academy
S3 - project on LEDs
and photodiodes
St Aloysius' College
S1/2 - Mars Rover
Engineering the Future
Secondary Projects
Williamwood High School
S1/2 - Security systems
St Aloysius’ College
S3 - radioactivity and
nuclear physics
Dollar Academy
S3/4 -new compressed course Physics, Economics
and Technological Studies
Holy Cross High School
H -Strain gauge and
Wheatstone Bridge
Lanark Grammar
AH - Speed of Light, c and
Mobility of Charge Carriers
Williamwood High School
S3 -‘hidden circuits’
in ‘black boxes’
Dollar Academy
Woodfarm High School
Holy Cross High School
S1/2 - Watering plants with S1/2 LED. LDR, thermistors
S3 -ultrasound
wireless communication
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The Primary Project
•Working with local authorities to identify possible schools and teachers
• Range of approaches – link with other initiatives, eg, science PG programmes,
open offer to all schools
• Wide range of schools, expert science teachers to little experience
• Discussions with teachers/headteachers re priorities in forward plans linked to
Experiences and Outcomes – possible ideas developed
• Meeting with Engineers to explore possibilities...offer options....review with teachers
involve learners....bring together engineering and pedagogy – inquiry based
• Using LTScotland framework linked where possible to Big Ideas ( Harlen, 2010)
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West Dunbartonshire:
North Ayrshire
Glasgow
Stirling
Braehead Primary School
Carleith Primary School
Christie Park Primary School
Haldane Primary School
St Joseph's Primary School
St Peter's Primary School
St John's Primary School, Stevenston
St Mark's Primary School, Irvine
St Peter's Primary School, Ardrossan
Dunard Street Primary School
St Bridget's Primary School
Balfron Primary School
Braehead Primary School
Killin Primary School
Crianlarich Primary School
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sustainable housing
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Sustainable
Reducing
energy
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sustainable housing:
Water purification
consumption
properties of materials
renewable energy generation
bat
monitoring project
Control of stage lighting systems
Engineering the Future
Primary Projects
Electric circuits and
applications
Movement to generate electricity
Eg walking
Improving acoustics in hall
Model process for
decontaminating soil
Local history of
engineering
Understanding sound
Making musical instruments
?
?
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?
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What Matters in Sustainable Change?
(Hayward & Spencer, 2010)
 Previous models of change – DTIP, TSOT, ATIS, PRO
 Innovations that are most likely to succeed are those with Integrity
- Educational Integrity (matters educationally and
that it leads to educational progress)
- Personal & Professional Integrity (personal
commitment from learners and teachers – fit with
professional values and engaging teachers and
pupils
- Systemic Integrity (whole system in alignment, local/national
policy, school policy, HMIE)
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Educational Integrity –
WHY ENGINEERING IN THE CURRICULUM?
Don’t assume everyone shares your perspective, for
example, offer educational rationale - understanding
and experiencing engineering is intrinsically
valuable
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Educational Integrity- WHY ENGINEERING IN THE CURRICULUM?
The idea that people think out
how to create things we need
and how to make them – and that
these people are engineers - can
be taught to children at all
stages of education.
Children enjoying the Siemens Discovery Box
Science and maths in action
Mind stretching: problem solving
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www.siemens.ie/.../discoverybox_150dpi.jpg
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Educational Integrity- WHY ENGINEERING IN THE CURRICULUM?
It necessitates active learning in real life contexts
Solution-oriented problem-solving (linking science and enterprise)
Thinking; applying knowledge; logic; scientific mindset;
understanding principles relevant to problem/need
Innovation, invention, creativity, effort, perseverance,
responsibility (eg, meeting deadlines and budget)
Collaboration, teamwork
Understanding systems
Testing solutions, modelling
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Educational Integrity- WHY ENGINEERING IN THE CURRICULUM?
Almost all young people have no
understanding, or a very limited
stereotype, of the nature of
engineering.
Very few who do not have family
connections to engineering
pursue engineering
studies/career.
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Educational Integrity-WHY ENGINEERING IN THE CURRICULUM?
To ensure Scotland’s prosperity
Wealth creation
Innovations drive the economy, creating
products which pay for welfare, health
service, education…
Core activity for national infrastructure,
future development, manufacturing,
security
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Personal and Professional Integrity
• Listen carefully to find connections with what matters to the teacher, the
learners and the school
• Recognise that CfE is the only show in town and its aspirations match
those of engineering (in class, science and engineering clubs, voluntary
bodies, eg, guides/scouts)
• Work with teachers and learners to develop ideas (Pay attention to
dignity:recognise difference (vconf – not)
• Recognise that this is only one of a number of priorities for schools and
teachers
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Maximizing Impact: Working with Learners
Curriculum Planning and Evaluation
‘Say if our teacher chooses our topic, like castles that we did last term, we got
to choose what we are going to learn about it and where we were going to do
it and where we were going to get information from.’
‘if we do what we want to do, then we’ll learn it better but if it is all the
teacher’s idea, then maybe we’ll say, hmmm.....’
‘If they don’t listen they won’t know how to improve’ and ‘They might learn from
us what they don’t know.’
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Maximizing Impact: Working with Learners
Choice
‘We get personal projects from the beginning of the year until about past
half way and you think of any subject you want…it has to be something
you don’t know anything about, you need to learn about it…’
‘We just got put into a pair and she’d had the pictures in a folder and
she’d give you the article and you’d have to put the front page or the
sports page or whatever you would be doing and you had to get it to look
just as same as the front page.’
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Systemic Integrity Why we are here
Schools
Local Authorities
National Organisations, HMiE, SQA, LTScotland
National Government Policy
Learned Societies
Industry
Research
School
Engineering
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Where are we now?
Very positive reactions to the engineering activities from both
pupils and teachers:
Pupils’ motivation/engagement;
Pupils’ enjoyment of the hands-on nature of the work;
Pupils’ recognition that this helps them to learn more
effectively;
Development of teamwork;
Challenging nature of the activities - “they make you think”.
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Where are we now?
•
Stronger policy profile
•
Ministerial references
• Science and Engineering Linked ...but not yet embedded
•
Engineering Portal through GLOW
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WHERE ARE WE NOW?
But engineering can still remain almost invisible.
CfE curriculum guidance does not ensure that young people
understand and experience engineering along with science and
technology.
Though engineering exemplification will be available to
demonstrate possible approaches, there is no explicit expectation
that teachers should enable all young people to be aware of and
experience engineering and its links with science, technology and
mathematics.
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WHAT IS NEEDED?
Continuing policy steer for more frequent and explicit reference to
engineering linked to science, technology and mathematics in CfE.
Active promotion of engineering as an important context for
interdisciplinary studies from Early to Fourth Level
Active promotion of engineering as an important context for
Interdisciplinary Investigations in the Scottish Science Baccalaureate.
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WHAT IS NEEDED? New partnerships
Enthusiasts who understand both education and engineering to work
with teachers, schools and local authorities
Development of National Qualifications that reflect an expectation of
engineering awareness within curriculum thinking.
Support for CPD on engineering aspects of both science and
technologies and of interdisciplinary projects, as part of the broader
CPD provision.
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WHAT IS NEEDED – support for innovation?
Creating teaching materials in engaging formats which provide and
support professional learning
Disseminating materials through such existing networks
Making use of the facilities of Glow to support a range of professional
learning
www.ltscotland.or
g.uk/glowscotland/
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