STANSW Science Education News Journal 2019 2019 SEN Vol 68 Issue 4 | Page 33

ARTICLES Teaching and learning STEM in context at Belrose Public School (continued) • Introductory video for visitors to watch before entering the museum to view exhibits; Electronics, robots and digital technologies The base levels of these models were physical only with moving parts achieved using simple scientific principles of levers and cam mechanisms that students were shown how to make. • Green screen information videos to provide context and sustain the theme; • Enclosures to display the unnatural Mechanica animals along with created habitats. To extend the more capable students, electronic and robotic elements were an option. LittleBits, electronic components with no coding elements, were made available to Year 5, and could be used to electronically control movement of the physical mechanisms. The museum was open to the whole school community during Education Week. During the day approximately 150 grandparents viewed the exhibits as part of Grandparent Day, including students and teachers from Stage 1 and 2. This served as a ‘soft’ opening to trial the people flow through the Museum and give the students an opportunity to practice talking to the public about their displays. The grand opening was held in the evening with 300 community members, local dignitaries, engineering and educational experts and family members, including neighbours (Figure 4). Year 6 had access to Hummingbird robotics kits, which were specifically chosen so that the coding was open-ended. It was desirable for students to see what was going on. This was a deliberate choice of robotics away from more rigid types that are like a black box with unknown workings happening inside. We used the Hummingbird with no chassis, just Adurino bread-board and plug-in components coded using Scratch and Snap. Some students opted to include MakeyMakeys as a human interface as an alternative since there was only a limited number of sensors for the students to use. The final step was to create a school version of the museum. The students used virtual reality to look at different museums around the world, making use of the STEM share kits loaned from the Department of Education. This technology enabled the children to see what real museums look like. In English classes students wrote invites to local community members and dignitaries, including the Mayor. Representatives from the University of Sydney STEM academy were also invited. Fig.4 a) Teacher Tom Davidson at the Museum opening, b) STEM Academy representatives Chris Preston (left) and Katherine Cartwright (right) with students The Museum of Unnatural History A natural climax of the STEM project was the development of the Museum of Unnatural History. With the aim of providing students with a purpose for their work, an authentic learning experience was created, in the form of a showcase. Their classrooms were transformed into a museum, designed by the students, it was open to the community as a real world audience. To achieve the incredible result of an authentic museum atmosphere, students investigated museums from around the world using virtual reality. This research enabled them to generate a list of success criteria for their museum displays. The following museum features were considered and developed by the students: Fig.5 - Mechanica-style animal creations: a) Powerful owl and b) Flapping fly. • Flow through the museum, and directing people to the different displays; • Information about the animals to be displayed with each of the exhibits; 33 SCIENCE EDUCATIONAL NEWS VOL 68 NO 4