Skip to main content
SpringerLink
Log in

Successful Students – STEM Program: Teacher Learning Through a Multifaceted Vision for STEM Education

  • Chapter
  • First Online:
Book cover STEM Education in the Junior Secondary

Abstract

The current STEM education agenda is driven by the belief that STEM skills are crucial to innovation and development in our contemporary, technological, knowledge-based, competitive global economy (Office of the Chief Scientist, Science, technology, engineering and mathematics: Australia’s future. Australian Government, Canberra, 2014; Australia’s STEM workforce: science, technology, engineering and mathematics. Australian Government, Canberra, 2016). This chapter articulates a comprehensive, multifaceted and coherent STEM vision that addresses the subtle and complex challenge of preparing “twenty-first-century” citizens within the constraints of a traditional school system and curriculum. For STEM education to be incorporated effectively and sustainably in schools, a STEM vision needs to be inclusive of school-specific needs. In this chapter, we report on our preliminary insights from a teacher professional development programme operating in ten schools in Victoria, Australia, designed to develop year 7 and 8 science, technology and mathematics teachers’ capacity to teach STEM. Evaluative data from the first year of this three-year programme is presented to illustrate the variety of classroom activities that can arise from a comprehensive STEM vision. The research is showing that a STEM vision needs to be more than discrete STEM-related activities slotted into an already bulging curriculum to be sustainable.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169.

    Article  Google Scholar 

  • Australian Government. (2015a). Australian government, industry employment projections 2015 report; ABS perspectives on education and training: Australian qualifications in STEM, 2010-11, Cat. 4250.0.55.005. Retrieved from.

    Google Scholar 

  • Australian Government. (2015b). National innovation and science agenda: Welcome to the ideas boom. Retrieved from Canberra.

    Google Scholar 

  • Australian Industry Group. (2013). Lifting our science, technology, engineering and maths (STEM) skills. Sydney, Australia: AIG.

    Google Scholar 

  • Bybee, R. W. (2013). Case for STEM education: Challenges and opportunities. Arlington, VA, USA: National Science Teachers Association. Retrieved from http://www.ebrary.com

  • Bybee, R. W. (2015). The BSCS 5E instructional model: Creating teachable moments. Arlington, Virginia: NSTA press.

    Google Scholar 

  • Clarke, D. J. (2015). Comparative research in mathematics education: Boundary crossing and boundary creation. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th conference of the international group for the psychology of mathematics education (Vol. 2, pp. 169–176). Hobart, Australia: PME.

    Google Scholar 

  • Dugger, W. E., Jr. (2010). Evolution of STEM in the United States. 6th biennial conference on technology education research at gold coast, Australia on December 8–10, 2010.

    Google Scholar 

  • Economist, The (2012, April 21). The third industrial revolution. The Economist.

    Google Scholar 

  • Education Council. (2015). National STEM school education strategy: A comprehensive plan for science, technology, engineering and mathematics education in Australia. Canberra, Australia: Education Council.

    Google Scholar 

  • Ellingson, L. L. (2009). Engaging crystallization in qualitative research: An introduction. Thousand Oaks, CA: Sage.

    Book  Google Scholar 

  • Gardiner, B. (2015). Picking up STEAM: How the arts can drive STEM leadership. CIO Australia. Downloaded http://www.cio.com.au/article/585493/picking-up-steam-how-arts-can-drive-stem-leadership

  • Hobbs, L., Campbell, C., Chittleborough, G., Herbert, S., Jones, M., Redman, C., Kenny, J, Gilbert, A. (2015). STEPS interpretive framework. Available http://www.stepsproject.org.au

  • Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington, DC: National Academies Press.

    Google Scholar 

  • Hong, S. Y., & Hwang, Y. H. (2013). Development of 3D simulation-based M&S Education Platform for smart learning. Issues in Information Systems, 14(2), 225–323.

    Google Scholar 

  • Kennedy, J., Lyons, T., & Quinn, F. (2014). The continuing decline of science and mathematics enrolments in Australian high schools. Teaching Science, 60(2), 34–46.

    Google Scholar 

  • LaPorte, J., & Sanders, M. (1995). Technology, science, mathematics integration. In E. Martin (Ed.), Foundations of technology education: Yearbook #44 of the council on technology teacher education. Glencoe/McGraw-Hill: Peoria, IL.

    Google Scholar 

  • Morin, O., Simoneaux, L., & Tytler, R. (2015). Engaging with socially acute questions: Development and validation of an interactional reasoning framework. Paper presented to the meeting of European Science Educarion Research Assoication, September 31 August to 4 September 2015, Helsinki.

    Google Scholar 

  • Office of the Chief Scientist. (2014). Science, technology, engineering and mathematics: Australia’s future. Canberra, Australia: Australian Government.

    Google Scholar 

  • Office of the Chief Scientist. (2016). Australia’s STEM workforce: Science, technology, engineering and mathematics. Canberra, Australia: Australian Government.

    Google Scholar 

  • Professional Australia. (2015). Women in STEM in Australia. Professionals Australia, downloaded http://www.professionalsaustralia.org.au

  • PWC. (2015). A smart move: Future-proofing Australia’s workforce by growing skills in science, technology, engineering and maths (STEM). Sydney, Australia: PricewaterhouseCoopers.

    Google Scholar 

  • Scientix. (2014). The community for science education in Europe. Brussels, Belgium: European Schoolnet. Retrieved from http://www.scientix.eu

  • Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for Teaching Integrated STEM Education. Journal of Pre-College Engineering Education Research, 2(1), Article 4. https://doi.org/10.5703/1288284314653

  • Thompson, S., De Bortoli, L., & Buckley, S. (2013). PISA 2012: How Australia measures up. Camberwell, England: Australian for Educational Research.

    Google Scholar 

  • Tytler, R. (2007). Reimagining science education: Engaging students in science for Australia’s future. Australian Educational Review, 51.

    Google Scholar 

  • Tytler, R, Osborne, J. F., Williams, G., Tytler, K., & Cripps Clark, J. (2008). Opening up pathways: Engagement in STEM across the primary-secondary school transition. Retrieved from Canberra:

    Google Scholar 

  • Tytler, R., & Waldrip, B. (2001). Effective teaching and learning in science: Expanding the territory. Position Statement 4; Working Paper of the Science in Schools Research Project.

    Google Scholar 

  • Vasquez, J. (2015). Beyond the acronym. Educational Leadership, 11–15.

    Google Scholar 

  • Williams, J. (2011). STEM education: Proceed with caution. Digital and technology education. An International Journal, 16(1), 26–35.

    Google Scholar 

  • Yager, R. E. (1996). Science/technology/society as reform in science education. Albany, NY: SUNY Press.

    Google Scholar 

Download references

Acknowledgements

We acknowledge Skilling the Bay and the Victorian State Government for funding this project and also the participating teachers who are challenging themselves and their peers to innovate in response to the fast-sweeping STEM tide.

Author information

Authors and Affiliations

  1. Deakin University, Burwood, Australia

    Linda Hobbs, John Cripps Clark & Barry Plant

Authors
  1. Linda Hobbs
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. John Cripps Clark
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Barry Plant
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Linda Hobbs .

Editor information

Editors and Affiliations

  1. University of Canberra, Bruce, Aust Capital Terr, Australia

    Robyn Jorgensen

  2. School of EPS, Griffith University, Brisbane, Queensland, Australia

    Kevin Larkin

Appendices

Appendices

8.1.1 Appendix 1: STEM Vision Template

Framing STEM

1. How is STEM currently framed for your school?

2. How will you frame STEM for your school?

STEM teaching and learning

3. What STEM practices and pedagogies are currently being used or emphasised?

4. What STEM practices and pedagogies will need to be developed?

5. Which components will you focus on in your plan for improving practice?

Teacher learning and leading change

6. What are your STEM learning needs, and what change is needed in your school?

7. How will your learning needs be met, and how will you balance personal exploration and leadership of change in your school? Consider:

 (A). What strategy is needed that integrates school processes and support processes for individual teachers?

 (B). What resources, knowledge and people are needed to support change?

 (C). What evidence will you collect to evaluate the effectiveness of the new curriculum, the use of the STEM practices and your own learning?

 (D). How will you build capacity of other teachers in your school? Consider the role of leading teachers and school leadership in supporting and enabling change.

Curriculum development

8. What teacher collaboration is currently used? (integrated or subject specific)

9. What teacher collaboration is needed (integrated or subject specific)? For what purpose?

10. What challenges are involved in developing curriculum in this way?

Community-industry links

11. How are community-industry links currently being used?

12. How might community-industry links be used more effectively?

8.1.2 Appendix 2: Components of Effective STEM Teaching and Learning

  1. 1

    The learning environment promotes a culture of value and respect:

    1. 1.1

      The learning environment is characterised by a sense of common purpose and collaborative inquiry.

    2. 1.2

      Perseverance and effort are valued and lead to a sense of accomplishment.

  2. 2

    Students are encouraged and supported to be independent and self-motivated learners.

  3. 3

    Students are challenged to extend their understandings.

  4. 4

    Students are encouraged to see themselves as mathematical/ scientific thinkers who can use tools creatively:

    1. 4.1

      Students are explicitly supported to engage with the processes of investigation and problem-solving.

    2. 4.2

      Students engage in mathematical/scientific reasoning and argumentation.

    3. 4.3

      Students are supported to develop an understanding of creative problem-solving and design processes.

    4. 4.4

      Students are challenged and supported to develop their own representations as a means of explaining and justifying their understanding.

  5. 5

    A range of assessment modes are used to monitor and support individual students’ developing understandings:

    1. 5.1

      Individual students’ learning needs are monitored and addressed.

    2. 5.2

      Learners receive feedback to support further learning.

  6. 6

    Learning technologies are used to enhance student learning.

  7. 7

    Content is designed to link with students’ lives and tap into/elicit their interests.

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer Nature Singapore Pte Ltd.

About this chapter

Cite this chapter

Hobbs, L., Clark, J.C., Plant, B. (2018). Successful Students – STEM Program: Teacher Learning Through a Multifaceted Vision for STEM Education. In: Jorgensen, R., Larkin, K. (eds) STEM Education in the Junior Secondary. Springer, Singapore. https://doi.org/10.1007/978-981-10-5448-8_8

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-5448-8_8

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-5447-1

  • Online ISBN: 978-981-10-5448-8

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation