Associate Professor of Curriculum Studies, Reg Fleming, is using Lego kits in his science methods classes and asking his students – future educators – to construct everything from bridges to motorized forklifts and bumper-cars.

Why?

"In the provincial curriculum there’s a very specific focus that those curricula have which is called a ‘science technology society environment’ focus, or STSE," explains Prof. Fleming.

"This spring, I decided to increase the technology component because there is in the middle years school curriculum a whole section of work called design – and many teachers were telling me they didn’t have materials, didn’t quite know what to do with it."

On a recent sabbatical to Australia and New Zealand, Fleming saw technology education curricula in action.

New Zealand has a countrywide technology education K-12 curriculum. Australia has a similar full-fledged program in place.

The big difference from Canada, is that those countries have formalized technology education classes in school – so ‘down-under’ they have to prepare teachers to teach in those kinds of courses.

Prof. Fleming drew upon his experience to try out technology education activities in his methods classes.

Lego has developed specific technology education kits geared for specific age groups, which Fleming uses in his third year university class.

He says, "It’s a hands-on approach to teaching technology – or more specifically, giving future educators the tools to teach others how the world works and to help them relax around technology."

Prof. Fleming’s students have to engage in something he calls the design cycle. They have to create an artifact that solves a practical problem.

And so when you walk into one of Prof. Fleming’s methods classes, you think you see a room full of university students playing. While that may be somewhat true, what’s really happening is they’re taking tiny blocks, gears and electrical components to, in effect, solve a real-world problem.

That’s the challenge of technology education.

"Among the first steps in my class is they must understand what technology is," explains Prof. Fleming.

"Research tells us, most people believe technology is computers. While that may be true, computers are merely a tiny component."

Most of us may not think about it, but the pen you’re using is a piece of very sophisticated technology that’s changed the world.

And what about paper clips? They too, are a simple, yet effective example of technology.

"I usually start with the technology around the home. So often, the discussion begins with toilet paper where I ask them if a person needs instructions on how to use this technology," says Fleming.

"While many students would naturally say no, those who are parents in my class were quick to respond: ‘Absolutely you need to teach a child how to use this artifact properly.’"

That’s the key.

Fleming starts with day-to-day technology, not nuclear power plants, to help his students become comfortable in talking and helping their students to understand about technology around us.

"We’re trying to make sure students don’t think the technology is just applied science, it’s its own knowledge-creating institution."

"So we have to be careful when we start saying well, this is about gears and gear ratio’s and so on, that they don’t think that that’s the science and then we just apply it to some real world problem."

The Lego models are used to help students see gears perform specific tasks such as allowing a model to change direction and operating pulleys.

Once they understand the basics, Prof. Fleming hands his students a gear problem using the Lego kits, to design a functioning system using their new-found knowledge.

Fleming has been surprised by his students’ enthusiasm and determination in tackling problems. Many have spent countless hours, beyond class time, referring to engineering journals and touring various bridges for a first hand look.

Others have drafted completely new plans to solve their technological dilemma – which is fine as long as they justify why they’ve made the changes.

And Fleming says his students have raised very pragmatic issues.

The typical K-12 budget in Saskatchewan for science is $250 dollars a year and a Lego kit is roughly $200.

"My students weren’t shaken by the cost. Even more encouraging is many said they could probably buy a kit out of their own pocket. It shows the value and education merit they see in this form of teaching," says Fleming.

There is a major challenge in Saskatchewan – it’s difficult to find schools that teach science says Fleming.

"It’s been a problem since 1984. Often my students go out and have difficulty finding a school class teaching science."

In theory, 150 minutes a week are supposed to be allotted to science in Saskatchewan.

It’s taught in Grades 10-12 and is supposed to be mandatory in Grades 1-5, but according to Fleming, it’s not happening and he sees it as a missed opportunity.

"Kids in the early grades are interested and excited about the world around them. If you can hook a child’s’ interest through real world activities involving technology and then move them to the science that’s behind it, we know that tends to be a very effective way of doing instruction."

On a grown-up scale, Prof. Fleming is intrigued by the reaction from fellow students and staff to what his class is up to.

Young adults crawling on the hallway floors with their little Lego models bouncing off the walls and lockers has attracted more than a few curiosity seekers.

Fellow students wondered what drove their peers to this, while a few of Prof. Fleming’s colleagues pondered the merits of adopting similar technological methods for their classes.

"There’s a course in home economics called the family in technology and there’s great interest from a professor who may want to adopt a similar approach to teaching," says Fleming.

"Two other colleagues came in to use the elementary materials just to see how they work. It’s good to see we’ve attracted some curiosity."

Next fall, Fleming wants to take his methods classes a bit further by having a technology fair in which the students will display their work and it will be evaluated by their peers and faculty.

Plus, Prof. Fleming wants to see his students interact with kids in a collaborative approach to resolving a technological problem using the Lego kits.

He sees it as both invaluable experience for his third-year students and plenty of fun.

To learn more about the Lego technology education kits, you can visit the Lego website at:

www.lego.com

Curriculum Studies Assoc. Prof. Reg Fleming uses Lego kits with his Education students, to show them practical examples of technology in action – and to encourage their classroom creativity.

Photo by Robert James

For more information, contact communications.office@usask.ca

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