DiScoro writes about inquiry-based learning, digital resources, and ways to encourage higher-order thinking. We focus on STEM education and the use of technology.
We give an example of a Technology & Design task. In several countries Technology & Design is a (project based) school subject for students (grade 6 to 10). This task comprises many subjects: arts, mathematics (measuring, scale and ratio, geometry) physics (friction, mass, centre of gravity, forces, movement), language (vocabulary, writing skills), technology. In addition, it is an example of co-creation and collaboration.
Task: design and make a rocking horse for young children
and test out it at a kindergarten.
The task is complex and challenging, yet at the same time has a very clear goal. We discern different steps.
(1) Research and design of rocking horses. Students may search the internet for ideas, examples, pictures. The students may check out different constructions, materials used. Students can search for technical drawings or draw the design from scratch. Others may want to build a miniature modell. At the end of this step the students have made their choice about what material they will use and about the type of construction.
Examples of rocking horses from the internet
(2) Planning. What are the steps to take in de construction phase? What do I need for the construction in terms of material, tools, and other resources. How much time do I need? What are the costs?
(3) Implementation. This will be carried out in the planned steps. A prototype made of cardboard or plywood (3mm or 5 mm) can be useful. If not a design on paper 2D/3D is required.
(4) Test at kindergarten. Students should decide in advance WHAT they will test out. (e.g. Is the construction strong enough? Is the the rocking horse attractive for the children? What age group does it suit best? Is it safe in use? Does it swing enough?) and HOW they will test this out.
The students will have to plan a visit to a kindergarten and explain what they wish to do. The results must be reported.
(5) Reporting and documentation. This should be done during the whole process and not just only at the end. Students may choose if they wish to use mainly written or oral, visual, or multi-media documentation for reporting. The teacher could (or should) specify what he/she expects and how it should be presented/delivered.
Of course the rocking horses could be examined, measured, compared in many ways and from different perspectives (physics, accounting/economics, maths).