Teachers in conversation with industry scientists: Implications for STEM education

Abstract

Science, Technology, Engineering and Mathematics (STEM) is dominating industry as we become more technology-dependent and the workplace evolves. Consequently, engaging industry professionals in STEM education continues to be a priority in the Organisation for Economic Co-operation and Development (OECD) countries, as industry look to invest in students who will become future innovators. While industry partnerships with schools can help to drive authentic education in STEM, there needs to be a mutually respectful approach that capitalises on the expertise of each partner; that is, the deep discipline knowledge of industry and the pedagogical knowledge of educators. This research partnered industry scientists with early career science teachers to explore the implications of industry-school partnerships. Data were collected through interviews and focus groups with 15 participants. The qualitative data were inductively coded and triangulation occurred between different focus groups for dependability. The advice from industry scientists to educators focused on making science practical and authentic, while educators sought to engage industry partnerships to support the development of content knowledge and to overcome resourcing issues. In addition, the conversations between scientists and science educators illuminated a number of barriers to partnering, including what type of STEM careers to introduce to students and the appropriate age groups to target to ensure successful partnerships.

Industry perspectives of industry school partnerships: What can agriculture learn?

“…Industry Perspectives Related to Partnerships in General. Three studies gathered data from a wide range of industry participants (Badgett, 2016;Carter et al, 2009;Morris et al, 2021) and participants may or may not have participated in an ISP previously. These studies are summarised below.…”

“…One highlighted using the partnerships to find workforce, whilst institutional limitations were also noted. Morris et al (2021) interviewed four STEM industry professionals after a two-day professional learning event with early career teachers to explore how a partnership could support them. Industry participants and teachers discussed partnerships as longitudinal relationships that would allow for diverse experiences to be offered over time.…”

Teaching Physics at High Schools and University – Key Problems

“…These professionals can work in a variety of settings, including in an office, laboratory, research facility, classroom, or out in the field. (Morris, 2021;OECD 2020) In addition to field-specific technical skills, STEM jobs require soft skills. Necessary soft skills in 2020-2025 were identified as follow (Karimi, 2021):…”