Transforming STEM Education in an Innovative Australian School: The Role of Teachers' and Academics' Professional Partnerships

Bissaker, Kerry

doi:10.1080/00405841.2014.862124

Cited by 37 publications

(31 citation statements)

References 5 publications

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“…International literature discusses several challenges for STEM education. Areas of concern are noted as: falling attainment in STEM subjects (Peters-Burton, Lynch, Behrend & Means, 2014); lack of participation in STEM subjects, particularly for girls and under-represented groups (Bissaker, 2014;Franz-Odendaal, Blotnicky, French & Joy, 2016;Gorard & See, 2009); some young people do not see STEM careers as being relevant for them even where they enjoy science and technology (Archer-Ker & Tomei, 2013;Bøe, Henriksen, Lyons & Schreiner, 2011;Silver & Rushton, 2008); and there is perceived lack of confidence in terms of some primary teachers in terms of some STEM subjects (Brigido, Borrachero, Bermejo, & Mellado, 2013;McGregor, 2014;Murphy, Neill & Beggs 2007). There is also a lack of clarity around use of the STEM acronym and confusion over the nature of technology and engineering within it (Wong, Dillon & King, 2016).…”

Section: Introduction and Contextmentioning

confidence: 99%

Abridged International Perspectives of Technology Education and Its Connection to STEM Education

Wright

Reeves²,

Williams³

et al. 2018

IJE

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STEM (Science, Technology, Engineering, and Mathematics) areas are integral content disciplines in all economies. Although most countries have and continue to ensure quality science (S) and Mathematics (M) education for primary (elementary) and secondary school students, the technology (T) and engineering (E) content areas tend not to be regarded as core to national curricula in the same way that science and mathematics are regarded as essential. This article discusses efforts in various countries to better promote and integrate Technology and Engineering Education (TEE) in schools. This paper highlights common themes and argues that we can learn from each other’s efforts in TEE. We argue that dialogue across nations can help us to build international STEM education collaboration networks, better understand the nature of STEM and how to better engage pupils and students in STEM subjects, and work towards gaining inputs to national TEE policy that can leverage positive change.

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Section: Introduction and Contextmentioning

confidence: 99%

Abridged International Perspectives of Technology Education and Its Connection to STEM Education

Wright

Reeves²,

Williams³

et al. 2018

IJE

View full text Add to dashboard Cite

show abstract

“…With concerning trends in science participation (particularly in “Western” nations), researchers are calling for a creative and re‐imagined focus on science education (Bissaker, ). For example, in Australia (the site of the present study), enrolments of senior school students in science subjects have been in a long‐term declining trend for 20 years (Office of the Chief Scientist, ).…”

mentioning

confidence: 99%

The role of a museum‐based science education program in promoting content knowledge and science motivation

et al. 2016

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Informal learning settings such as museums have been identified as opportunities to enhance students' knowledge and motivation in science and to optimize the connection between science and everyday life. The present study assessed the role of a self-paced science education program (situated in a medical science museum) in enhancing students' program-related content knowledge, self-efficacy, valuing, and aspirations. The study also investigated whether gains in content knowledge recall and motivation (as relevant to biology, anatomy, health) are associated with reported improvements in beliefs about health practices relevant to everyday life. The program aligned with a well-established tripartite engagement framework conforming to cognitive, behavioral, and emotional engagement principles as well as principles underpinning guided discovery learning. Among a sample of N ¼ 167 (upper) elementary and secondary school students (aged 10-16 years, M ¼ 12.62 years), we found significant gains in content knowledge recall (achievement) and science motivation (self-efficacy, valuing, aspirations) following participation in the science program. Additionally, gains in content knowledge recall and motivation were associated with reported improvements in beliefs about everyday health practices. #

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“…Another factor that caused USA to perform these reforms was the decrease in the number of students preferring the STEM career fields in the country (Sanders, 2009). This situation results from students' negative attitudes towards these disciplines, from lack of qualified teachers and from abstraction of curricula from daily life (Bissaker, 2014;Hudson, 2014). International research carried out on STEM Education have also drawn the attention of Turkish science educators.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Preservice Primary School, Mathematics and Science Teachers’ STEM Awareness

Bakırcı

Karışan

2017

JETS

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Today's life requires individuals to be prepared for complex world environment, to make complex decisions, and to have critical thinking skills related to everyday life issues at hand. STEM education is thought to be the glorious solution to thrive in a global knowledge driven world. Teachers are key elements for successful STEM education. Present study aims to investigate the preservice primary school, mathematics and science teachers STEM awareness. Quantitative research methodology guided the present study. Cross-sectional survey type which collects information from a sample that has been selected from a predetermined population was used. Stem Awareness Scale, a five point Likert type instrument developed by Buyruk and Korkmaz (2016), was used to measure preservice teachers STEM awareness. Data was collected from 558 (371 female, 187 male) preservice teachers enrolled in three different teacher preparation programs. The results of this research demonstrates that there is no significant interaction effect for gender and department variables however there is significant difference among different department students STEM awareness preservice science teachers' and preservice primary school teachers STEM awareness scores have similar mean values and also outnumbers the preservice mathematics teachers' STEM awareness.

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Transforming STEM Education in an Innovative Australian School: The Role of Teachers' and Academics' Professional Partnerships

Cited by 37 publications

References 5 publications

Abridged International Perspectives of Technology Education and Its Connection to STEM Education

Abridged International Perspectives of Technology Education and Its Connection to STEM Education

The role of a museum‐based science education program in promoting content knowledge and science motivation

Investigating the Preservice Primary School, Mathematics and Science Teachers’ STEM Awareness

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