Making STEM curriculum useful, relevant, and motivating for students
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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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Sheffield, Rachel; Blackley, Susan; Bennett, Dawn; Fairhurst, N.; Murakami, M.; Forman, R.; Pang, Y. (2017)Problem: The very low and declining percentage of females undertaking advanced science and mathematics subjects in Year 12 has been noted by the Office of the Chief Scientist (2014) and the Australian Mathematical Sciences ...
Science, Technology, Engineering and Mathematics (STEM) teaching to primary-school students: Some case studies.Koul, R.; Fraser, Barry; Maynard, N.; Tade, M.; Henderson, D. (2016)The role of science, technology, engineering and mathematics (STEM) cannot be underestimated in preparing global citizens for the challenges of the future. Innovation is key to economic growth and STEM is a key driver of ...
A precollege engineering program’s effects on the grade eight minority students’ attitudes and achievement in science and mathematicsRosales, Ava Dawn Innerarity (2009)The National Science Board has declared that the production of citizens literate in science, technology, engineering and mathematics (STEM) is at an all time low in the United States. Schools are not sufficiently preparing ...