Storyline
Technology problems for children presented in a story with images
contents
1. short description of
activity
2. programme
3. didactic concept
4. materials and tools
5. costs
6. side-conditions
7. the role of the teacher
8. technical aspects
9. pilot: location and
context
10. Perspectives
1. short description of
activity
Students of the University for applied education (Haagse Hogeschool) in
The Hague designed technical problems for children to solve. They presented
these problems in a story, accompanied by a series of images. The problem,
story and images should fit very well to the imagination of the children, so
that they will get involved and motivated to find a technical solution for the
problem.
Students themselves, as part of their study-task designed and produced
possible solutions on student level for the problem.
The ppt-presentation storyline contains several examples of images,
stories and student-solutions. It also contains a short video-impression of how
children react on this invitation to do technology.
2. programme
A natural, fluent introduction is important. It should immediately
attract the attention of the children. A concrete object is always powerful,
for instance a football, a cow-puppet, seeds and vegetables, a line with wet
clothes
. depending on the story to be used.
Then the images are presented, accompanied by a story. Make sure to take
enough time for this. The children should identify with the story-character and
internalise the problem.
With the problem the technical cycle is put into motion:
design-make-use. For young children (up to 5 years old), design-phase mostly
consists of talking about solutions, exchange ideas. Older children can also
draw and write, or even make spitting models, small paper scale models to
choose the best prototype.
3. didactic concept
The idea is based on the story-line approach, first presented by Steve
Bell (Scotland) in the 70s. The real story line approach is much more
elaborate, mostly with a principal character, several successive episodes
introduced by key-questions. For detailed descriptions and examples I refer to
literature mentioned below:
- Bell, S., K. Fifield & S. Bradshw (ed.) The Scottish Storyline
Method, a training Manual. Educational Resources Northwest, Portland, 1990.
- Vos, E. & P. Dekkers,
Verhalend Ontwerpen, een draaiboek, Groningen, 1994
4. materials and tools
For young children we can provide costless waste material. Great
advantage is that they will create their own solutions and use their own
imagination. Of course it is possible to work with construction-materials like
LEGO (who has adopted the idea of storyline images in some manuals). They may
result in (for adults) more representative products, but do not offer the same
degree of freedom in design.
For a more elaborate and sophisticated solution, like the students
present on the CD, of course you need more skills, tools and materials.
5. costs
As we worked with waste materials, there arent significant costs.
6. side-conditions
It works very well when children can operate independent, when they know
where to find the materials they need.
7. the role of the teacher
The teacher has an important role in getting the children involved, in
provoking curiosity and creativity. Once this is achieved, children will come
up with many ideas, more and different from what we would have prepared
ourselves. Asking questions so that children formulate their intentions is more
important than giving suggestions and answers.
Materials should be provided in right doses, young children tend to work
on their own, and in the meantime are distracted by material. If co-operation
is an aim this is another
consideration.
Its important to recognise the opportunities for other disciplines like
language, mathematics, investigation etc. Striking was a teacher complaining
that she would so much like to do this kind of activities more frequently, but
she couldnt because all the time was spent on learning language with this weak
group of children. In the meantime just in front of her a child
enthusiastically explained in detail to the director how her invention worked!!
8. technical aspects
Depend on the problem chosen. In general for young children getting familiar
with solving problems is an important aim in itself
9. pilot: location and
context
The schools of the video-fragment and the photos all are city schools
10. Perspectives
An elaboration of this idea is being piloted now (Autumn 2003), in which
the story is worked out in a 3-D scene or the invitation towards technology
lies in a concrete object. Impressions of the first experiences will be
available by the end of 2003.
Contact:
Haagse Hogeschool,
Sector Onderwijy, Sport en Talen
g.p.vanderslikke@hhs.nl
