looking sideways in the school curriculum is there a case for linking d&t and science?
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Looking sideways in the school curriculumIs there a case for linking d&t and science?
David Barlexdavid.barlex@btinternet.com
@DavidBarlex http://dandtfordandt.wordpress.com/
Overview of the day
• Key note with Q&A• Developing a unit of work that exploits links between
science and d&t• Providing a justification to a school SLT for this
collaboration in terms of:– pupil learning– staff development– school performance
• Presenting the unit of work• Presenting the justification
Keynote Overview
• STEM?• Clarifying identities• Pupil design decisions• Clarifying contributions – utility/purpose• Where to start?• Your task for the day
STEMFortuitous acronym National agenda
Overarching concept Passing fad
The Royal Society Seminar Report
S T E
MInside the classroom
S T E M
In the world outside school
Benefits of a co-ordinated approach• Marching in curriculum step• Painting a fuller picture of STEM outside the classroom• Showing the value of difficult subjects• Uncovering the E & M that lie hidden in other parts of the curriculum• Modelling - a new dimension for the ICT and math curricula
All members of the community need to be treated as autonomous players … foster a culture of co-operation not competition.
It is important to preserve the integrity and identity of individual subjects … as well as showing how the subjects support one another.
John Holman
Michael Reiss
Clarifying identities…understanding the world through the specific disciplines of biology, chemistry and physics … essential aspects of the knowledge, methods, processes and uses of science…recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena… science can be used to explain what is occurring, predict how things will behave, and analyse causes … science has changed our lives and is vital to the world’s future prosperity, a
…Using creativity and imagination… design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. … a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. …take risks, becoming resourceful, innovative, enterprising and capable citizens. … evaluation of past and present design and technology, … develop a critical understanding of its impact on daily life and the wider world. …makes an essential contribution to the creativity, culture, wealth and well-being of the nation. Extracts from New Programmes of
Study for science and D&T
Phenomenon
Observation leading to descriptions i.e. data
Abstract models providing understanding, explanation and prediction
Ideas as to what might be
A description i.e. specification
Novel, real outcomes – artefact, system or environment
From concrete to conceptual From conceptual to concrete
SCIENCE D&T
MarketingWho it’s for
ConstructionalHow it fits together
ConceptualWhat it does
TechnicalHow it works
AestheticWhat it looks like
Pupil design decisions
Clarifying contributions
The model
Purposeful activity in one subject
is enhanced by
the utility of other subjects
In design & technology
The making of design decisions
is enhanced by
the utility of science (and mathematics)
The mutual benefit
The utilisation of science and mathematics enhances pupil achievement not only in design & technology but also in science (and mathematics)
The challenge
Demonstrating the enhanced achievement
Where to start
For the D&T teacher• An existing project• A contemporary issue• An open starting point
For the science teacher• A particular
phenomenon• A demanding concept• A science-society issue
Relate to the learning!
An existing project
PROTECTIVE TEXTILES
A contemporary issue
An open starting point
A particular phenomenon
The peltier effect
A demanding conceptThe Electromagnetic Spectrum
A science-society issue
Food SecurityGM CropsOr Nature’s Way?
D&T Learning
MaterialsManufacturingFunctionalityDesignCritique
Science Learning
Particle theory of matterForce and motionEnergySolar system as part of the UniverseThe Earth is in continual developmentOrganisms are cellular and compete for energy and materialsGenetic information passes from one generation of organisms to the nextThe diversity of organisms, living and extinct, is the result of evolution
Your task
• Working in groups develop the detail of collaboration between science and design & technology for a particular unit of work
• Develop a presentation to SLT – Describing the collaboration– Justifying the collaboration
• Make the presentations– Start time 15.00– Time per presentation 5 minutes– Slide limit – 6 slides
http://www.routledge.com/books/details/9780415675314/
Available 14 April 2014
1 What is STEM? 2 A curriculum for STEM – ‘Looking sideways’ 3 Teaching Science in the light of STEM 4 Teaching Design & Technology in the light of STEM 5 Teaching Mathematics in the light of STEM 6 Project work and problem-based learning through STEM 7 Enabling the ‘E’ in STEM 8 The role of STEM enhancement and enrichment activities 9 Computing, digital literacy, IT, computer science, TEL and STEM 10 Creating an environment for sustaining STEM 11 Future visions for STEM
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