On Mon, 07 Jul 2003 21:55, Jim Ford wrote:

Hi,

I'm a science technician in a U.K. Independant (non-State) Secondary School. I've had experience of several programming languages (including Logo) and when I came accross Squeak became a convert to the concept of it being an excellent learning tool - not only for children, but adults as well.

We all saw that with the pendulum project on the list a few weeks ago.

I've tried introducing Squeak to science teachers, but encountered the problem that I've come across with other ideas I've had, which is: if it's not in 'The National Curriculum', it won't get taught.

So, be a bit devious, tell the pupils, don't tell the teachers. The pupils will keep your secret. When the teachers finally see their pupils absolutely fascinated by something, they'll - the teachers - take notice.

I've got stuck on a project which _is_ in that blessed "National Curriculum", I'm sure. The mechanics of a see-saw, i.e. rotational moments. I'm absolutely sure I 'did' that when I was at a "U.K. Independant (non-State) Secondary School" many years ago. Here is the beginnings of the project, but I can't work out how to keep the centres of rotation of the two weights positionally the same as the top of the fulcrum, as I move the weights along the see-saw line. It would be nice if somebody else could let me in on the secret, or indeed finish the project.

http://squeakland.org/project.jsp?http://berty.dyndns.org/SeeSaw.001.pr

If folks want to link to it please could they mirror it too. My ISP has cut the outgoing traffic rate to a tiny trickle, so please be patient.

How about a comment or documentation tile to go in the scripts? Is this possible?

-- C. S.

Hi Jim --

At 10:55 AM +0100 7/7/03, Jim Ford wrote:

Hi,

I'm a science technician in a U.K. Independant (non-State) Secondary School. I've had experience of several programming languages (including Logo) and when I came accross Squeak became a convert to the concept of it being an excellent learning tool - not only for children, but adults as well.

I've tried introducing Squeak to science teachers, but encountered the problem that I've come across with other ideas I've had, which is: if it's not in 'The National Curriculum', it won't get taught.

The US is definitely moving in a similar direction: towards extremely rigid national curricula.

As has been mentioned many times in the U.K. national papers, our schools are so focused on gaining good published examination results - the so-called 'League Tables' - (in spite of the protestations of some Head Teachers), that _nothing_ outside 'The Curriculum' has the remotest chance of being taught. The pressure on teaching staff to 'Deliver the Curriculum' is such that whilst they may show interest in Squeak, there is not the tiniest slot in the teaching day for it to be introduced.

I believe that as long as the U.K. education system remains tied to the stultifying influence of examination orientated 'League Tables', innovative ideas such as Squeak will never be introduced, unless (as is _most_ unlikely) as officially part of the National Curriculum.

There are various ways to look at this. In the US, it's really a mixed bag, because the "official curricula" are poorly taught and learned, and so, looking on the bright side of things, it's good that important subjects like music, art, and real math and science aren't official and thus don't get ruined for the children. However, I can't quite get myself to be that happy about the current situation, since the names of important and interesting subjects such as math and science are ruined in the children's eyes, and this taint can remain for many years.

When we started this effort many years ago in the 60s -- inspired by Seymour Papert -- pretty much everyone then thought that most gains would be somewhat subversive and outside of formal schooling, and that the advent of personal computers and the Internet (both of which were well underway) would provide something more like nonschool books, libraries, bookstores, etc., from which anyone could learn by themselves and in clubs with others. It is likely that this set of envisioned processes will be what is required -- and to have quite a bit of child to child mentoring -- in order for any real changes to happen in the next decade.

By the way, in the US at least, things would be helped tremendously if scientists and mathematicians were much more strongly involved in elementary schooling (and in clubs etc). This is one of our biggest problems: not enough people who actually understand the real content are involved and want to be involved.

Cheers,

Alan

I would be interested in comments on the above from those involved in the U.K. education system!

Regards: Jim Ford

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