25/05_Structures

Illustration 1. Poster of the event of Principia at UMA

The past 8^th and 9^th of May of 2019, the students of Primary Teaching Degree had the chance to assist to a series of workshops in the ‘Science a Technology Conferences’, organised by the science education department at the University of Málaga. In those days, the centre of science Principia was in charge of the conferences and different workshops that were carried out. 

One of the workshops was especially significant for me not only for the interest of the content but also for the effort that the teacher showed in making it useful for us as teachers. 

In this specific workshop we were working which the idea of structures. What is a structure? Is a construction that does not alter its form when we apply a force. Take the example in the picture. Is this construction a real structure? 

 

Illustration 2. Construction made of gummies and spaghettis.

This is a two-dimension structure with a diagonal covering two vertexes. However, does is change its form if we apply a force in the opposite vertex? It does, so the conclusion is that this is not a structure.

Which are the features that define a structure then? 

·         It has to be fixed, so that if we apply a determined force (to a certain extend) in any direction, it doesn’t move. Therefore, it keeps its form.

·         They are compound for simpler elements united between them.

·        Examples of different structures in different areas of our reality are DNA, our skeleton, a bridge, a shelf.

·        Structures made by the mankind are composed, sometimes, of beans and pillars. Beans are placed vertically and support the weight, while pillars placed usually in a horizonal position and they support the weight of all the structure. 

These ideas are more connected with the practical application in technology and I wouldn’t like to veer to a different field rather than mathematics. Actually, this teacher defined very wisely technology as the science to use technical knowledge to solve problems. To put it in other words, it is a practical application of mathematical concepts. However, one can’t avoid thinking of how important is to apply mathematical knowledge they learn in practical situations. This can promote interest, motivation, observing how maths and real word coexist in a seamless blend.

Apart from the interest of the content that was shown to us, it was equally relevant how the workshop was conducted.  The teacher asked us, after showing us the principles of a structure, to create freely a three-floor structure. What is most interesting, and I have already been observing that for a while, is that the less your requirements are when you ask for a task, the wider the variety of final products will produce your students.

 

Illustration 3. Two examples of three-floor structures without guide.

This was also explained by the conducting teacher, saying that in many occasions, teachers design an activity thinking of a specific end product. When we give a lot of guideline, examples or guide, it may well happen products to be quite alike, standardised or stereotyped. The point about the teacher is to give an idea of what would you like your student to do and let them be free to think by themselves. To put in other words, an open-ending activity.   

Illustration 4. A structure created by a student freely.

Apart from what I have already mentioned, by working with structures we will promoting some competences at the same time. 

·         Mathematic competence and basic competences in science and technology. Curiously enough, this competence does not tell apart maths and technology, but it sees it altogether.

·         Learning to learn. If we are ‘relaxed guiders’ they can learn on their own.

·         Civic and social competences. This would happen if we organised this activity in groups, as we were told to do.

·         Sense of initiative and entrepreneur spirit. To a certain point, if we extend this idea into a bigger project, we could be promoting this competence, because they would need to: analyse the situation, do planification, organise, take decisions and self-evaluate in the process own decisions.

This is all for now ­­­­­­­­-- Stay tuned! 

References

Principia. Centro de ciencias. Retrieved from http://www.principia-malaga.com/p/

Rodríguez Pulido, A. (2011, October 18). Cuestiones sobre las estructuras. In Slideshare. Retrieved from https://es.slideshare.net/anrodpul/cuestiones-sobre-estructuras