What Does Effective STEM Integration Look Like In Schools ? ( continued )
ARTICLES
What Does Effective STEM Integration Look Like In Schools ? ( continued )
chosen to be implemented , the key to success is the integration of the disciplines into the curricula .
One of the greatest challenges we face in our school is how to provide teacher professional learning ( TPL ) effectively for our staff – an issue faced in schools worldwide . Moore and Smith , 2014 , reference the fact that educators do not have the background knowledge nor skills and understanding of the content within each discipline for STEM . They go on to note that for most teachers , this is not only unfamiliar content but also an unfamiliar method of instruction . ( Moore and Smith , 2014 , p7 ). With the new curriculum documents , new teaching strategies and the expectation that STEM skills and practices will be taught – effective TPL is more important than ever . Professor Ian Chubb is quoted as saying that “ Australia ’ s STEM teachers at all levels , from primary to tertiary , must be equipped to deliver course content with confidence and inspiration , and to develop all students to their full potential .”
( http :// www . chiefscientist . gov . au / 2014 / 09 / professor-chubbreleases-science-technology-engineering-and-mathematicsaustralias-future /). Blackley and Howe , and Sahin and Top both refer to the challenges presented in bringing whole-school change to include the integration of STEM , enabling teachers to comprehend that STEM does not mean a shift away from data , standardised testing and results-driven school systems , but in fact works in conjunction with these elements of teaching and school life ( Blackley and Howe , p108 and Sahin and Top p24 ). The use of action research through school-designed TPL is becoming a more frequent method of TPL provision . Schools are utilising the expertise they have within their staff or their local schools to provide teachers with the necessary skills and strategies to effectively integrate STEM into the whole school curriculum .
Finally , it is essential for all the stake-holders to have a common understanding of the definition of STEM , and the reasons behind the implementation of this strategy . The Catholic Education Diocese of Wollongong ( CEDoW ) “ aims to develop in staff , students and parents the awareness and importance of STEM education ,” ( Catholic Education Diocese of Wollongong , STEM , 2016 ). The National STEM Strategy notes that the factors influencing the effective integration of STEM in a school include “ the views of the broader community – and parents in particular – about the relevance of STEM , and the approach to the teaching and learning of STEM from the early years and continuing throughout schooling .” ( National STEM Strategy p3 ). Breiner , Harkness , Johnson and Kockhler , also write about the varying interpretations of STEM , and the necessity for a common understanding and direction to the implementation of STEM in schools , ( Breiner , Harkness , Johnson and Kochler , 2012 ). The NSW Department of Education defines STEM thus : “ STEM education is the learning of science , technology , engineering and mathematics in an interdisciplinary or integrated approach . Students gain and apply knowledge , deepen their understanding , and develop creative and critical thinking skills within an authentic context . It may include inquiry and project-based learning .” ( http :// stem-nsw . com . au ). With the need for a common definition of STEM , and the reasons behind the implementation of the strategy , schools need to be sure they are continually referring back to their governing bodies ’ set definition of STEM , and that they are broadcasting this definition to the community , to ensure that all stakeholders have the same understanding and direction .
With evidence of declining student enrolment in STEM-based subjects in high school the urgent need to reform primary school teaching practices and methods to provide students with the basic skills and strategies implicit within a solid STEM curriculum is evident ( Goodrum , Druham & Abbs , 2011 , in Blackley and Howe p107 ). The literature I have read , both that referenced in this review and elsewhere , clearly indicates that the most effective way to implement valuable STEM experiences in schools is to integrate the STEM into the other curriculum taught . My personal experience leads me to agree with this conclusion . Effective school-wide STEM implementation looks like a school to school system with integrated curriculum , effective TPL , and a shared understanding of both the definition of STEM and the reasons behind the implementation of the new policies and practices .
References
Swaid , S . ( 2015 ): Bringing Computational Thinking to STEM Education . Procedia Manufacturing , 3 , pages 3657-3662 .
Becker , K ., & Park , K . ( 2011 ): Effects of integrative approaches among science , technology , engineering , and mathematics ( STEM ) subjects on students ' learning : A preliminary metaanalysis . Journal of STEM Education : Innovations and Research , 12 ( 5 / 6 ), 23-37 .
21CLD Learning Activity Rubrics … Microsoft Partners in Learning …..
English , L . ( 2016 ); STEM education K-12 : Perspectives on integration . International Journal of STEM Education , 3 ( 1 ), 1-8 .
Stubbs , E ., & Myers , B . ( 2016 ): Part of what we do : Teacher perceptions of STEM integration . Journal of Agricultural Education , 57 ( 3 ), 87 .
Capraro , M ., Whitfield , Jennifer G ., editor , Etchells , Matthew J ., editor , & Capraro , Robert Michael , editor . ( 2016 ). A companion to interdisciplinary STEM project-based learning : For educators by educators .
Sahin , A ., & Top , N . ( 2015 ). STEM Students on the Stage ( SOS ): Promoting Student Voice and Choice in STEM Education Through an Interdisciplinary , Standards-focused , Project-Based
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