Looking at which elements would be the most effective conductors of heat, they designed coffee cups using materials that would protect the user from hot beverages. “The task focused on problem-solving using scientific concepts and challenged the girls to design, appraise, create and assess a product,” said Mrs Cleverly. In Year 4, students are busy writing codes to program or control the movement of spheroes (mandarin-size cylindrical droids or balls that are battery-powered and programmable to move and light up). They’ve made cars and animals with the spheroes, but writing code is the clincher for these young scientists. Examples of problems ‘solved’ by using their critical thinking skills include programming spheroes to move around a racing track, creation of artwork lit up against a dark backdrop or screen, and creating computer games. Nine-year-old Kate Taylor explained the latest computer game she had created on an iPad. “Look, see how I can move the chicken to cross the road and then make him follow the trail to reach the pile of grain,” said Kate, thrilled with her creativity and problem-solving skills. Mrs Cleverly said the ‘educational transformation’ also shines through in the girls themselves. “The girls have changed and are now focused on engagement with problem-solving and their own sense of creativity. “We have also seen the activity in the classroom change with a shift from teacher-centred to learner-adaptive and from formal delivery to more interactive environments.” She pointed to examples of the Year 6 girls involved in coding a small drone and the Year 4 students who have designed and created a fork prototype that could assist people with hand arthritis. Teacher Dan Martinez, an Apple Distinguished Educator and mentor for the Junior School staff, has also published a ‘how-to course’ on coding spheroes on the global iTunes U platform, encouraging other students to take up the coding challenge. The effectiveness of this early introduction of complex and abstract concepts - traditionally a secondary school curriculum - is being explored by a current research project. Dr Carole Haeusler from the University of Southern Queensland is working with St Hilda's Year 3 girls with a long-term view of examining how the Australian Science curriculum can be crafted to be more engaging for students, especially girls, and to extend their learning in the primary years. “Research to date has shown young children are capable of understanding complex science concepts and using them to explain the composition of the everyday phenomenon,” said Dr Haeusler. “The early introduction of abstract concepts engages and produces significant interest in science among children and may result in more girls going on to study science in secondary and tertiary years.” Members of Generation Z are socially defined. According to research, they are extensively connected to, and shaped by, their peers. Their networks and worlds are technology-based and this technology is integral to their learning. Recognising the importance of collaborative and cooperative learning environments for this generation, St Hilda’s has embarked on a $1.3 million building project in the Junior School to create a specialist STEM (Science, Technology, Engineering, Mathematics) facility. The project will see the construction of four larger-than-usual Year 6 classrooms centred on a large and flexible learning area which will be used by the girls in Years 4 to 6. The girls will be able to work together on problem-solving projects ‘that need space’ and utilise specialist equipment such as 3D printers, drones, spheroes, green-screen filming and recording facilities and robotics. STEM-TASTIC Programs for Girls St Hilda’s Prep to Year 6 girls are embracing abstract concepts such as principles of Atomic Theory and Coding, creating a new way of looking at the world. Classrooms are fi lled with technology that enables young learners to become scientists, designers and problem-solvers. To encourage our girls to change the world and create unimaginable futures, we have designed a $1.3 million specialist STEM (Science, Technology, Engineering, Mathematics) centre that will see Junior School girls working together on problem-solving projects and using equipment such as 3D printers, drones, spheroes, green-screen fi lming and recording facilities and robotics. To fi nd out about St Hilda’s STEM-Tastic programs, contact Head of Junior School: 07-5577 7231 sthildas.qld.edu.au enrolments@sthildas.qld.edu.au SHGS1695 L O V E C O M P A S S I O N F O R G I V E N E S S H O P E G R A C E
Pindara Private Hospital Magazine - Issue Seven
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