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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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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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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/

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