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Dr. Sai Pathmanathan Ignite! (Nottingham, UK) and currently NSF ISE International Fellow
My background
Queen Mary and Westfield, University of London: BSc. (Hons) Biology. D.Phil. at the University of Oxford: Development of in vitro models of stroke. The Physiological Society, NESTA, Planet Science MA in Science Education: Childrens Perception of Science from Entertainment Media. Ignition* Programme Director, (Ignite!)
www.ignitefutures.org.uk
AND/OR
Ignition* a four-year programme of creative science activities and events in the East Midlands aimed at creating and nurturing young champions of science, technology, engineering and mathematics.
www.ignitefutures.org.uk/ignition
School may be the obvious answer, but although schools may be good at delivering a prescribed curriculum, learning doesnt stop when the bell goes at 4pm: children go home and play, read books, watch television, play computer games and socialise on the internet. All that time theyre learning things that arent necessarily in the National Curriculum. That spontaneous, unstructured learning what the Institute of Education academic Frank Coffield describes as fundamental, necessary and valuable in its own right is often referred to as informal learning.
Its learning but not as we know it. Vision, January-June pp. 9-12 (2009). Bristol: Futurelab.
http://caise.insci.org
Films and online games, memorable exhibitions, citizen science
There is a marked difference between educational and entertainment programming in the UK and the USA (Swanson, 2007; Golia, 2008; Sanderson, 2008). Entertainment shows for young people in the US have a stronger educational slant than those in UK in order to catch a wider audience of children who could benefit from education by stealth.
http://flipside.theiet.org/
www.okido.co.uk
www.sciencetolife.org
http://www.guardian.co.uk/education/2011/may/31/ wonder-room-nottingham-university-academy
Making part of the school another world means that you always have somewhere to visit, he says. A room like this offers the opportunity to light upon things rather than be strictured into studying them. He says he has been obsessed with magic since his parents bought him a conjuring set when he was four. I want to use that same sense of wonder to empower the children rather than having them feel they are stupid because they don't yet understand everything they encounter in life.
www.scientix.eu
Focus on teachers
cross-border collaboration, school curricula, assessment models, learning resource repositories, teacher training
Social Media
LinkedIn/Facebook/Google+ groups/circles and updates Class blogs, YouTube, Flickr Twitter: #edchat, #asechat, #SciTeachJC (@SciTeachJC) Pearson/NoTosh report
www.artofsciencelearning.org
http://stemtosteam.org
http://robotheartstories.com/
THANK YOU.
sai@ignitefutures.org.uk spathman@nsf.gov (Rm 855.31, x4305)