ARTICLES
Teaching and learning STEM in context at Belrose Public School (continued)
A major aim of the project was to develop students’ knowledge
through focusing on the strong literary elements of the book. The
text genre, an amalgam of sci-fiction and factual information,
set in real-world context, the plot embodied an imagistic yet
believable scenario. Characterisation (especially a strong female
lead), theme and symbol and style of writing that evoked mood,
and rich vocabulary enabled English syllabus outcomes to be
addressed simultaneous with a STEM focus. Figure 1 (below)
shows an analysis of the types of language used in the text
that demonstrates purposeful use of vocabulary in the text and
highlights the science content. Lessons involving reading and
deconstructing the text provided the stimulus for students to
create their own entry for the book and evolved into creating and
showcasing a ‘Museum of Unnatural History’ in the school library.
experience in design technologies, involved understanding of
science concepts (e.g. mass, force, energy and balance) and
application of mathematics, specifically measurements and data
analysis.
Part two of the project involved Project Based Learning (PBL)
built around the literacy text ‘Mechanica’ as a major focus. This
was a much larger undertaking, comprising 1-2 dedicated hours
per week, and stretched across terms two and three. This part
‘stepped up’ the student learning expectations, and enabled
students to dedicate time to elements of engineering design,
including ideation, concentrated prototyping, testing and refining
of outputs.
In part three the project evolved into student-directed learning
involving robotics. Here the students were given ‘full control’
directed by an open-ended design brief: “Something in your
life that can be mechanised”. This was made possible due to
the skills and confidence students had developed in part two of
the project, enabling them to manage their own learning. This
part gave students and teachers autonomy to follow their own
interests. Teachers were impressed that students could manage
this style of learning, which was evidenced by specific language
use and the products of their design.
STEM project components
The STEM project spanned three terms of the school year and
was composed of 3 parts:
1. Wind powered car;
2. Mechanica;
3. Robotics.
The article focuses on the middle stage of the project, built
around the text ‘Mechanica’.
In part one a short STEM challenge was implemented with all
stage 3 classes to introduce the project towards the end of
term 1. This small task was able to be completed in 1-2 lessons,
allowing the students to gain skills in working in teams to solve a
design problem and ‘get a feel’ for integrated learning. Students
were challenged to design a wind-powered car, and devise a fair
test to collect data on its efficiency in different wind conditions.
This task scaffolded the engineering design process, gave
Project Mechanica
The project began with a literacy focus on the book ‘Mechanica’
in English lessons. For readers not familiar with the book, see
the description (Figure 1) provided by the publisher Simon and
Schuster.
Fig.1 - Background of the book http://www.simonandschuster.com/books/Mechanica/Lance-Bal chin/9781499803433
30
SCIENCE EDUCATIONAL NEWS VOL 68 NO 4