NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1064558
Record Type: Journal
Publication Date: 2014-Sep
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0013-1377
Reflections of a Faraday Challenge Day Leader
Sewell, Keira
Education in Science, n257 p16-17 Sep 2014
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.
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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom