Reflections of a Faraday Challenge Day Leader

Autor/in	Sewell, Keira
Titel	Reflections of a Faraday Challenge Day Leader
Quelle	In: Education in Science, (2014) 257, S.16-17 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1377
Schlagwörter	Reflection; Engineering Education; Science Projects; Problem Based Learning; Competition; Educational Opportunities; Science Process Skills; Educational Practices; Science Interests; Middle School Students; Foreign Countries; STEM Education; United Kingdom + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Science; Project; Wissenschaft; Projekt; Problem-based learning; Problemorientiertes Lernen; Wettkampf; Bildungsangebot; Bildungschance; Bildungspraxis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; STEM; Großbritannien
Abstract	Keira Sewell has just finished her second year as a Challenge Leader for the Faraday Challenge, a STEM-based scheme run by the Institution of Engineering and Technology. Aimed at 12-13 year-old students, its purpose is to engage students in future careers in engineering. Each year, a new challenge is held in over sixty schools and universities around the UK. Each event hosts six teams of six students and culminates in the top three scoring teams from around the country competing in the National Final held in June. Whilst each challenge has a different engineering focus, they all have a common format and each solution must include an electrical circuit. The teams of students work for the whole day on a real-life context, with each having an allocated role, from a project manager, accountant, electrical engineer and other types of engineers depending on the challenge focus. The students use their allocated budget of Faradays to buy the materials they need from the shop. At the end of the day, the students present their solutions to the judge and the rest of the students. Over the past two years Sewell has never had the opportunity to work in so many different contexts with such a variety of students and gain real insight into how students work in STEM when left to their own devices. Each event is different and unpredictable, with students continually demonstrating creative and innovative thinking. Reflecting on over eighty events has enabled her to identify emerging common themes, which are worthy of further consideration in the context of their current curriculum and the future career choices of students. This article discusses three of these: (1) the extent to which students become engaged with a challenge; (2) the importance of key transferable skills in autonomous problem solving; and (3) the application of knowledge and understanding. (ERIC).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01