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    Making STEM curriculum useful, relevant, and motivating for students

    Access Status
    Fulltext not available
    Authors
    Rennie, Leonie
    Venville, G.
    Wallace, J.
    Date
    2017
    Type
    Book Chapter
    
    Metadata
    Show full item record
    Citation
    Rennie, L. and Venville, G. and Wallace, J. 2017. Making STEM curriculum useful, relevant, and motivating for students, in Jorgensen R., Larkin K. (eds), STEM Education in the Junior Secondary, pp. 91-109. Singapor: Springer.
    Source Title
    STEM Education in the Junior Secondary: The State of Play
    DOI
    10.1007/978-981-10-5448-8_6
    ISBN
    9789811054488
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/59988
    Collection
    • Curtin Research Publications
    Abstract

    More than ever, we live in a connected, global community. In this chapter we argue for a STEM school education that helps students to explore and experience the kind of connectedness that reflects life outside of school. While many would agree that STEM curricula should be embedded in real-world, authentic contexts, much of the current policy and practice favours disciplinary approaches to knowledge narrowly focused on what is readily measurable or amenable to achievement testing. In contrast, the issues that affect students' lives outside of school are not unidisciplinary, neither are the solutions to problems that beset our world today. Here, we explore the contribution of an integrated approach to STEM education with the goal of increasing students' opportunities to engage in contextual, multidisciplinary issue-based learning.

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