There are many opportunities to incorporate ICK into the teaching and learning of science and technology and the following activities are offered as examples of the varying levels of engagement that are possible. 

Level Example


Classroom references and contexts

Scientific Applications

Often these activities are traditionally classroom-based  but are presented within a scientific context or application.  These activities may be supported or prompted by photographs, videos, websites, etc.

Topical Contexts

Activities may be presented within a social or economic context or application and supported by current news/scientific articles, TV programmes, e.g. weather forecast

Engineering design tasks

Students may attempt to design an artefact to meet a specified need, may be useful contexts for student inquiry. In these tasks, students engage in scientific inquiry to increase their scientific understanding of the factors which influence their design. What they learn allows them to improve their design.

Unit 5 (Chitosan) p. 9

Unit 2 (Disability)
school context

Unit 6 (DC Electricity) p. 9 (household applications; environmental issues...)

Unit 8 (Blood) Activity 1

Unit 8 (Blood) Activity 2: looking up information

Unit 11 (Chemical care) Activity 2.2

Unit 14 (Polymers) household examples (p.8)

Unit 2 (Disability) designing items to assist disabled people.


Visits In

From scientists or others that use science in their jobs (including family members) to share their experiences, facilitate experiments, pose scientific problems, etc… e.g. Dentist, Process Engineer, etc…



Visits Out

Site visits- Once off, short duration – including site visits to industry/ water treatment plant, etc….

Questions such as the following might be used in connection with visits to any industrial visit:

  • What is being produced?
  • What processes do we assume is needed for the production?
  • Which professions can we imagine are active at this work place?
  • What educational backgrounds in the fields of science and technology do we think are present at this work place?
  • What might this company do that reflects what we are teaching in schools?
  • How can we work with this and consequently use IBSE as our method?

Unit 2 (Disability) Activity 3, Study visit to disability aid centre

Unit 8(Blood)Activity 3 (visit a blood transfusion centre

Unit 18 (Water) Activity 4. Waterworks or production of drinking water

Unit 18 (Water) Activity 11. A visit to a dialysis centre


Work/Experience placements-Extended period of Time – teacher or student?


To help focus  students’ thoughts pictures may be used, such as suggested in “Discussing pictures of various work places”