TV science programming for children evolves at a heady pace; and
not purely from the perspective of an increasing understanding of the
subject. Producers are aware of the declining attention spans of the
nation's young minds (the candid may even admit contributing to this
decay) and address this with fast-paced, punchy presentation and teasing
'don't try this at home' captioning. 'Explosive' science has become
literal; over the past ten years or so, programmes such as Braniac and
Ed and Oucho's Excellent Inventions present science methodology that
flies in the face of everything that the instructions on the box of my
1970s chemistry set warned me against!
I should state at this
point that I am a passionate advocate of science teaching and the
institutions that work to promote the subject; however, I begrudgingly
concede that the vast majority of children (let alone adults) in this
country have never heard of the Royal Institution - the TV programmes
Brainiac and Ed & Oucho's Excellent Inventions, for example, have
done far more to educate children about scientific matters than the RI
has accomplished.
YouTube takes this one step further, presenting a
searchable database of easily digested clips that provide a palatable
mix of every conceivable application of a science concept - homework
that asks pupils to conjure up inventions featuring imaginative uses of
science principles has never been so easy!
The supercharged
science curriculum presented across the spectrum of TV channels has
stolen much of the thunder of the school science teacher. Dwindling
budgets and a tendency to recycle lackluster activities from past
curriculum planning has left operational science teaching in the
classroom standing in the shadow of the box.
Of course, it's now
relatively easy to incorporate video into a science lesson. I have
observed many excellent introductions to a session that have made
effective use of quality science programming, from a 2 minute YouTube
clip demonstrating the relationship between electricity and magnetism
via Faraday's 'induction ring' to the BBC's recent Journey to the centre
of the planet presented by the ubiquitous Richard Hammond, the latter
being a programme made for adults but with science concepts broken down
into child-friendly chunks.
But what has let the majority of these
lessons down is the provision made for bright and enquiring minds
brought up on this new generation of online and TV science. The high
expectation built up by introducing a concept or methodology through an
interactive game or whizzy TV clip can lead to palpable disappointment
when children are faced with an exercise that asks them to use little of
this knowledge in the task given. Most children at KS2 are familiar
with the concept of magnetism, having visited it in school during KS1 or
through the multitude of TV shows and websites accessible at home (not
to mention science toys and kits) that explain this phenomenon. Despite
this, many pupils are still asked to sort objects into magnetic and
non-magnetic sets and investigate the classroom for other possibly
magnetic objects as an introduction to KS2 science. In no way am I
arguing against revisiting concepts, over-learning and consolidation,
but if teachers continue to follow the very dry and uninspiring
curriculum advocated in guidance such as the old QCA then they would be
doing a massive disservice to our scientifically erudite youth.
I
have been incredibly heartened to learn that institutions such as the
Royal Society are encouraging schools to bring cutting edge science into
the classroom. Projects include a bioreactor built by secondary pupils
in Cornwall to test the viability of getting fuel from marine algae. And
a particle accelerator is being built by a team of Nottingham
teenagers.
Though the recent activity appears to have a Secondary
bias, I am hopeful that its positive approach to invigorating the
science curriculum will have a prominent trickle-down effect on the
Primary one. If we do not have exciting science teaching from enthused
teachers, and the goods to deliver this, then I would be quite concerned
that we are in significant danger of disenfranchising, and frankly
boring our pupils with what we have to offer in schools.
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