Introduction

As part of my Education Studies degree I am taking the module ‘Studies in Scientific and Creative Learning’. For the first part of the assignment for this module we had to complete a podcast in groups of three. 

For me personally, I am not a massive fan of working in groups, as previous experience has meant people not pulling their weight, and still getting a similar mark to myself. However, working with the other two people went really well, and I felt that we worked well together as a team. 

As Galegher et al (2014) state, the term ‘working relationship’ is an interpersonal relationship, which is task-based, non-trivial and is of continuing duration. Gabarro (1978) did extensive research in to team work, and his ideas are still very much used today. Gabarro (1978) details how work relationships are very much like social ones, and develop overtime and they can vary in there stability, mutuality and efficiency.

I felt that the more time we spent together, the stronger our working relationship became. I have worked with members of my group before, but felt that this time working together there was a much stronger sense of teamwork and everyone played their part with more or less a fair share given to each member. 

Out of Classroom Environments and Learning

We had to produce a podcast to show how an out of classroom environment can develop children's scientific and innovation skills.

I completed extensive research whilst completing this video and looked at many articles and ideas detailing how an out of classroom environment develops children’s skills not just scientifically, but in many other ways too.

A report by Estyn in 2011 states how learning outside the classroom not only improves a child’s knowledge and understanding of the world, but also their wellbeing, behaviour, and physical, social and emotional development. 

How did we make our podcast?

For the first section of our podcast we all visited Folly Farm, where we selected to research and detail how this outdoor environment is good to aid learning, especially scientifically. Once back at university, the three of us researched an individual section. I researched the outdoor environment in general and how it aids learning, Kim researched how the outdoor environment can specifically aid scientific and innovation skills and Alex looked at farms and what they have to offer in general.

We all took it in turns to record each section with a script. Kim did a lot of the video editing; however we all picked which images and colour schemes we would like for the podcast. As Kim completed a lot of the editing, Alex and I did an area of research each, with Alex detailing the history of Folly Farm and me looking at what Folly Farm offers educationally to schools and its pupils. Kim and Alex then detailed what Folly Farm specifically offers to visitors and how it aids and develops scientific and innovations skills. I then concluded the podcast and explained the benefits of using an outdoor environment to aid in the education of pupils. 

A report by Mckinney (2009) found that students who listened to an educational podcast took in more information that those who simply sat and listened to a lecturer. Chan et al (2006) also details how podcasts can be easily integrated into everyday education to aid learning. 

Reference List

Chan Lee and McLoughlin, A. M. a. C., 2006. Everyone’s learning with podcasting: A Charles Sturt, Sydney : University of Sydney.

Estyn, 2011. Science in Key Stages 2 and 3, Cardiff: Welsh Assembly .

Gabbaro, J., 1978. Interpersonal Relationships. Englewood Cliffs: Prentice Hall .

Galegher Kraut and Egido, J. R. a. C., 2014. The Development of Working Relationships. Intellectual Teamwork: Social and Technological Foundations of Cooperative Work, pp. 79-87.

McKinney, D., 2009. Media in Education. Computers and Education, 52(3), pp. 617-623.