Encouraging resistant science learners through forward-thinking strategies - a case study investigation
Transformed Article:
Let's dive into a story about a revolutionary year 9 science class, packed with a vibrant mix of students from New Zealand, Maori, and Asian backgrounds. The class was considered 'lower mixed ability,' with only four out of 17 passing an end-of-topic test. Disengagement was rampant, with students often skipping class activities.
This class, however, was about to witness a transformation. To bring a breath of fresh air, futures thinking was introduced, and the class was led by the school's SLH Director, Cathy Buntting. Cathy, a popular figure at the school, made every effort to build a connection with each student before starting the futures lessons.
Into the Future
To give the students a taste of what futures thinking entailed, Cathy showcased a medley of past predictions and their actual outcomes. Examples included the delivery of airmail via parachutes (predicted in 1921) and Accurate Prediction #10 from 1900, which eerily resembled the video conferencing tool Skype. Cathy then presented students with photographs from three sci-fi movies predicting possible future societies, stimulating discussions about their potential impacts and underlying science.
In the following lessons, students worked in groups to pick a movie with a futuristic theme and identify three predictions about the future it depicted. Movies like Looper, Iron Man 2, and Oblivion encapsulated their discussions, shedding light on various aspects of the future, including time travel, interplanetary travel, avatars, and powered armor.
Cathy ensured the discussions focused on prospective features of the future world, the science understanding required, and social implications. She made an effort to involve every student in these discussions, keeping them engaged and focused.
Trends, Drivers, and Relevant Science
In the latter part of the second lesson, Cathy delved into the concepts of trends, drivers, and relevant science knowledge. She demonstrated how these concepts could be used to examine the evolution of cell phones, playing advertisements from the 1980s and a futuristic cell phone ad to illustrate trends and possible future developments.
The third and fourth lessons expanded on these concepts, focusing on driverless cars and future foods, sparking lively discussions and facilitating a deeper understanding of how science plays a crucial role in shaping the future.
A Peek Under the Hood of a Mobile Phone
Cathy also took the opportunity to educate students about the technological system that is a mobile phone, emphasizing the importance of scientific discoveries in contemporary technological developments. To drive this point home, she wove amazing stories of science into the lessons, highlighting how various component parts of a mobile phone—materials, batteries, touch screens, and signal transduction—have evolved over time.
Short explanatory movies about possible futures were also used to emphasize the underpinning science. Discussions always included the social context and implications, giving students a holistic understanding of the future.
Bringing It All Together
In the fifth lesson, students were tasked with choosing a context and exploring trends, drivers, possible future developments, and the underpinning science. Presentations of student work in the sixth lesson were kept low-key to create a comfortable environment for students who might have felt intimidated by public speaking.
A presented idea was open for refinement, collaboration, and clarification, enriching everyone's learning experience. Despite a few students finding the reading assignment burdensome, constructive discussions inspired many to uncover fascinating insights about past, present, and future trends in their chosen topics.
Overall, the students' enthusiasm for the futures lessons was heartening, even though the impact on their attitudes towards science did not show any significant gain. However, the 5-month follow-up revealed that the students had retained an impressive understanding of the broad areas of science discussed during the futures lessons and showed signs of comprehending the concepts of trends, drivers, and the crucial role of science in a connected future.
In conclusion, this case study provides a glimmer of how futures thinking can stir students' curiosity and instill a greater appreciation for the role of science in our lives. By making learning engaging, personalized, and collaborative, we can ignite the spark of learning in students and prepare them for a ever-changing world.
References:This case study has been adapted from Buntting, C., & Jones, A. (2015). Futures thinking in the future of science education. In: Corrigan, D., Buntting, C., Dillon, J., Jones, A., & Gunstone, R. (eds). The Future in Learning Science: What's in it for the Learner? The Netherlands: Springer.
The enrichment data presents an optimistic view of the possible futures that focus on blended learning, personalized learning experiences, collaborative digital environments, multimedia and interactive content, continuous feedback, and virtual classrooms as central learning hubs. These developments result in empowered learners, connected communities, interactive learning spaces, and lifelong learning networks. Educators become facilitators and innovators, driving the continuous improvement of the teaching methods.
- This exploratory science class, through the introduction of futures thinking, fostered an environment for personal growth and learning, as students delved into the potential impacts of technology on society, leading to discussions about avatars, time travel, interplanetary travel, and powered armor.
- The futures-focused lessons, combining education-and-self-development with learning, also highlighted the importance of science in shaping the future, encouraging students to comprehend the concepts of trends, drivers, and the crucial role of science in a connected world, thereby preparing them for a dynamic and ever-changing future.
