STEM and STEAM Education in Australian K–12 Schooling

Abstract

STEM (science, technology, engineering, mathematics) education has become a global agenda, with schooling systems around the world in developed and developing countries seeking to incorporate STEM programs into their in-school and out-of-school curricula. While disciplinary integration has been common practice in primary (elementary) schooling for many decades, in the early 21st century the STEM education movement has promoted an increased focus on project- and problem-based learning across disciplines in secondary schools as well. Research suggests, however, that STEM education programs can face barriers in their implementation, often depending on whether they are designed to align with existing curriculum outcomes or whether they are developed as cocurricular programs. Challenges are also presented by the need for professional learning to equip teachers with new skills and knowledge in designing and delivering STEM education. In addition, some researchers and educators have argued for STEAM—integration of the arts in STEM education. For those concerned with school reform, a great strength of STEM and STEAM education approaches lies in the potential for transdisciplinarity. As such, new opportunities and possibilities for framing driving questions and addressing contemporary societal challenges are created. Two particular issues identified as critical are (a) the potential contribution of STEM education to creating a sustainable future, and (b) the importance of STEM education for social justice, in ensuring all children and young people have equitable access to learning opportunities.

Training of practicing teachers for the application of STEM education

“…The researchers K. Pressick-Kilborn, M. Silk and J. Martin have studied STEM and STEAM education in Australian schools [10]. They identified several problems of the implementation of STEM, including the need for professional training to equip teachers with new skills and knowledge in the development and delivery of STEM education.…”

Flood Alarm Prototype: A STEAM Project to Study Physics and Building Students’ Awareness of Natural Disasters

“…In this regard, the implementation of STEAM-based physics learning through the creation of a simple flood alarm prototype can provide students with a practical and interdisciplinary learning experience. This project not only enhances their critical thinking and creativity but also fosters collaboration and communication skills, which are essential in the 21st-century context (Pressick-Kilborn et al, 2021;Kay & Greenshill, 2011). Through this hands-on activity, students become more aware of natural disasters in their surroundings and develop a deeper understanding of the scientific principles involved (Maltese & Tai, 2011;Khamhaengpol et al, 2022;Kim & Park, 2012).…”