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    Appraising the E in STEM education: Creative alternatives to "engineering"

    237944_237944.pdf (124.1Kb)
    Access Status
    Open access
    Authors
    Blackley, Susan
    Sheffield, Rachel
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Blackley, S. and Sheffield, R. 2015. Appraising the E in STEM education: Creative alternatives to "engineering". International Journal of Innovation in Science and Mathematics Education. 23 (3): pp. 1-10.
    Source Title
    International Journal of Innovation in Science and Mathematics Education
    Additional URLs
    http://openjournals.library.usyd.edu.au/index.php/CAL/article/view/10329/10258
    ISSN
    2200-4270
    School
    School of Education
    Remarks

    Copyright © 2015 International Journal of Innovation in Science and Mathematics Education. Reproduced with permission.

    URI
    http://hdl.handle.net/20.500.11937/47431
    Collection
    • Curtin Research Publications
    Abstract

    This paper examines the ongoing dilemma of successfully integrating science, technology, engineering, and mathematics (STEM) education into classrooms, and considers how re-imaging the components of STEM could lead to more positive outcomes. The paper considers three alternative options for the E in STEM: Enquiry, Ethics, and Environment, and in each case we examine how this could be developed and integrated into the curriculum. Finally we investigate E for Engineering, as it was originally conceived in the acronym, and consider how this could be refined and developed to reflect the application of knowledge and the incorporation of 21st century skills. The implications are clear: teachers and policy makers must be innovative and imaginative to garner exciting STEM opportunities in order to equip future citizens with the necessary skills and strategies for a globally productive and informed future.

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