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Engineering the Future
IEEE and Scottish Government, Stirling Management Centre
14th March 2011
Louise HaywardProfessor of Assessment and Innovation
University of Glasgow
Engineering the Future: working together to enhance understanding, commitment and participation in engineering
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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
© 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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Holy Cross High SchoolH -Strain gauge and Wheatstone Bridge
Engineering the Future Secondary Projects
Balfron High SchoolS1 cross-curricular bat
monitoring project Belmont Academy
S3 - project on LEDs and photodiodes
Lanark GrammarAH - Speed of Light, c and Mobility of Charge Carriers
Dollar AcademyS3/4 -new compressed course -
Physics, Economics and Technological Studies
Williamwood High SchoolS1/2 - Security systems
Dumfries AcademyS1/2 Wind Turbines
Balfron High SchoolS3 Pimp my Trolley
St Aloysius’ CollegeS3 - radioactivity and
nuclear physics
Williamwood High SchoolS3 -‘hidden circuits’
in ‘black boxes’
Lanark Grammar SchoolS1/2 Engineering challenge
St Joseph’s CollegeS3 Radio project
Holy Cross High SchoolS3 -ultrasound
St Aloysius' CollegeS1/2 - Mars Rover
Dollar AcademyS1/2 - Watering plants with
wireless communication
Woodfarm High SchoolS1/2 LED. LDR, thermistors
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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: Braehead Primary School Carleith Primary School Christie Park Primary School Haldane Primary School St Joseph's Primary School St Peter's Primary School North Ayrshire St John's Primary School, Stevenston St Mark's Primary School, Irvine St Peter's Primary School, ArdrossanGlasgow Dunard Street Primary School St Bridget's Primary SchoolStirling Balfron Primary School Braehead Primary School Killin Primary School Crianlarich Primary School
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Control of stage lighting systems
Engineering the Future Primary Projects
bat monitoring project
renewable energy generation
Movement to generate electricityEg walking
Model process for decontaminating soil
Improving acoustics in hall
Sustainable sustainable housing:
properties of materials
sustainable housingReducing energy
consumption
Local history of engineering
Understanding soundMaking musical instruments
Water purification
Roman civil engineering
?
Electric circuits andapplications
? ?
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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.
Science and maths in action
Mind stretching: problem solving
Children enjoying the Siemens Discovery Box
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 LearnersChoice
‘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
ResearchSchool 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.org.uk/glowscotland/