How can science and technology activities be made engaging and relevant in primary education? - Jade Staniforth

Hi University Bloggers!

This blog will be discussing the importance of science and technology in primary education and how it can be made engaging and relevant. Science and technology have become crucial in today’s modern technologically advanced world. Donaldson (2015) recognises that employers view STEM (science, technology, engineering and mathematics) as vital skills in order for young people to become successful in employment; therefore, focus towards these subjects have been pushed to the forefront of the new curriculum ‘Successful Futures’ (Donaldson, 2015). In recent news, there has been a common concern for the rising amount of STEM academic roles remaining unfilled, which could be worth two billion to the UK economy (BBC, 2016). This further supports the necessity to ensure that science and technology is made engaging and relevant in primary education.

It is often perceived that science and technology subjects are more difficult than others; therefore, it is essential for practitioners to support learners to overcome the negative stigma and explore the excitement that science and technology has to offer (Department for Education and Skills, 2012).

The Department for Education and Skills (2012) have noted that engagement in science and technology can substantially improve when opportunities are provided for the learners to make links with STEM industries. A key example of using links to improve engagement with science and technology, was during a visit to Techniquest with the other students and lecturers from University. Techniquest works in partnership with schools and public audiences to engage individuals through interactive exhibits and hands-on experiences (Techniquest, 2017). Engagement with outside STEM agencies; such as Techniquest, provide the learners with another dimension of learning. The authentic environment gives the learner the opportunity to experience real-life learning. The Department for Education and Skills (2014) noted that Techniquest provides a rich context and plays a key role in enhancing and complementing the current curriculum. The Welsh Government recorded the positive impacts and noted that most learners who visited Techniquest found the experience exciting and engaging with an ‘increased motivation and enthusiasm for STEM learning; increased interest in STEM subjects; improved understanding of the specific sessions; and improved overall understanding of STEM subjects’ (Department for Education and Skills, 2014. P. 7).

During our seminars, we have had opportunities to have first-hand experience with creating engaging science and technology lessons. The activity we re-created is commonly used in a classroom to engage learners in science whilst ensuring it is relevant. The ‘Mentos and Coke’ experiment is frequently used across the world and provides a fun and exciting opportunity to see how everyday objects can be transformed into science. This activity regularly takes place outside the classroom, thus automatically making it more engaging for the learners as it is taking them out of their everyday environment. The method behind the experiment is to drop as many Mentos into a bottle of coke as possible, before the ‘explosion’ erupts (Steve Spangler Science, no date). This experiment is widely known to be really fun and exciting for learners, and will engage the learners to become interested in the science behind it. Learners are in general highly motivated to take part in practical lessons; therefore, combining theoretical science with a learner’s motivation, results in a key engaging and relevant lesson (Steve Spangler Science, no date). 

Both these experiences provide the learner with an authentic context and links in with the aims of the new curriculum ‘Successful Futures’ to ensure that all learning is meaningful and relevant (Donaldson, 2015). Exposing the learners to these environments provide them with relevant contexts that will enhance their learning. This will then give them the opportunity to transfer their knowledge and create a professional identity (Knight, 2013).

Research has shown that when a learning environment and experience is authentic, the learner will subsequently feel more engaged with the learning process. Moreover, when the learner feels personally connected, they will associate it with real-life experiences. When learning has real-life context, it becomes relevant to their education, and looking further, their future potential career. Experiential learning also provides the learner with a direct primary source of learning; therefore, allowing a deeper engagement with their own learning (Kolb, 2015). Knight (2013) supports these views and argues that when experiential learning is provided, the learners are naturally immersed in a more engaging environment.

The experiences I have had during University can be transferred into a primary classroom. They are all related back to authentic learning which provide the learner with a learning experience that relates to a real-life context. A study conducted by Herrington and Oliver (2000), noted that students valued an authentic learning environment and learning in a real-life context provided them with meaningful and engaging experiences. The ‘Successful Futures’ review aims to equip learners with real-life skills to prepare and enable them for careers in science, digital industries and technologies (Donaldson, 2015).

From personal experience, science and technology was traditionally studied through books and we rarely had interactive sessions that allowed us to explore our own learning. However, the University provided us with opportunities to participate in engaging science and technology lessons where we were able see first-hand how an ‘ordinary’ lesson can be adapted to become captivating for the learners whilst remaining relevant. By introducing this ideology into the classroom, this will raise the profile of the traditionally ‘boring’ subjects and relate it back to something to learner will find interesting (Cox, 2014). By using everyday objects such as fizzy drinks and sweets, further highlights the relevance that science has on our lives. Knight (2013) argues that by making learning personal, it will naturally become more memorable and engaging.


BBC (2016) ‘Critical shortage’ of women in science jobs, report finds. Available at: http://www.bbc.co.uk/news/uk-wales-35747420 (Accessed: 15.04.2018)

Cox, J. (2014) How to motivate students to love science. Available at: http://www.teachhub.com/how-motivate-students-love-science (Accessed: 15.04.2018)

Department for Education and Skills (2014) Evaluation of Techniquest and Techniquest Glyndŵr School Services. Available at: http://gov.wales/docs/caecd/research/2014/140110-evaluation-techniquest-glyndwr-school-servicesa-en.pdf (Accessed: 16.04.2018)

Donaldson, G. (2015) Successful Futures: Independent Review of Curriculum and Assessment arrangements in Wales. Welsh Government.

Donaldson, G. (2015) Successful Futures: Independent Review of Curriculum and Assessment arrangements in Wales. Welsh Government.

Herrington, J., and Oliver, R. (2000) ‘An instructional design framework for authentic learning environments’. Educational Technology Research and Development. 48(3) pp. 23-48

Kolb, D. (2015) Experiential Learning: Experience as the Source of Learning and Development. 2^nd Edn. USA: Pearson Education

Knight, J. (2013) High-impact instruction: A framework for great teachers. London: SAGE

Steve Spangler Science (no date) Mentos Geyser Experiment. Available at: https://www.stevespanglerscience.com/lab/experiments/original-mentos-diet-coke-geyser/ (Accessed: 15.04.2018)

Techniquest (2017) Techniquest’s mission is to embed science in Welsh culture through interactive engagement. Available at: https://www.techniquest.org/about-us/the-story-of-techniquest/ (Accessed: 15.04.2018)