Using Local Rural Knowledge to Enhance STEM Learning for Gifted and Talented Students in Australia

Abstract

In order to supply a future Science, Technology, Engineering, and Mathematics (STEM) workforce, Australia needs to engage its most capable and gifted secondary students in quality STEM learning, either within school or through extra-curricular opportunities, so that they will continue into STEM-based tertiary degrees. High-achieving students in rural communities may face additional barriers to STEM learning that can limit their ability to pursue advanced STEM studies and occupations. This small-scale research project sought to explore a group of gifted lower secondary students' engagement and experiences in a STEM programme designed around a local rural knowledge model as reported by Avery (2013), which uses local knowledge as a vehicle for science learning. This multi-method study was conducted with 26 students years 7 and 8 in a rural school. Information about students' general science class experiences were collected quantitatively. These experiences contrasted the local rural knowledge programme, where the students worked with an ecologist and experienced science educators to rehabilitate small plots of damaged land close to the school site. Qualitative data were collected throughout the programme to determine its influence on students' engagement and learning in STEM. The research found that the local rural knowledge model enhanced students' engagement in STEM learning and they felt that they retained knowledge better as a result of the authentic learning experience. Students also engaged the wider community in the process, leading to broader translation of the STEM learning.

Prospective Middle School Mathematics Teachers’ Awareness of Students’ Errors regarding the Use of Letters in Algebra and Algebraic Operations

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Teachers in conversation with industry scientists: Implications for STEM education

“…If teachers have not had an authentic experience themselves, they may lack a 'framework for action' that is responsive to their students' needs and the local community (Lowrie, et al, 2017). Integrating real-world experiences that are relatable for students is a core component of authentic STEM education (Morris et al, 2019;Tytler, et al, 2008).…”

Analysis of Scientific Epistemological Beliefs and STEM Attitudes of The Gifted Students

“…The researchers defending the integrated approach also in STEM education argue that students' interest, motivation and success can be improved through the topics involving problems encountered in current life, and this situation will lead to an increase in the number of students who want to make their career plan in STEM fields (Gülhan & Şahin, 2016). Gifted students favour authentic learning in STEM subjects that bring meaning to the content, either personally or contextually (Morris et al, 2019). Gifted learners are responsive to a degree of autonomy over their own learning, including learning in STEM subjects (Mullet et al 2018).…”