EDUC9315 STEM: Growing a Generation of New Learners

It is expected that the students will be able to access the online learning modules, be able to work independently and contribute to group (online) learning contexts.

This topic is designed for teachers seeking to enhance their knowledge of what it means to teach STEM in contemporary times. The approach to the content and processes inherent to the Sciences in early childhood and primary settings requires a radical shift in the way teachers think about traditional subject based curriculum as they move towards an integrated and multidisciplinary approach that is based in understanding new learners becoming effective citizens of the 21st century. In this topic students will develop specialised skills to enable them to critically analyse, reflect and synthesise approaches to STEM teaching, drawing on appropriate theoretical knowledge, and allowing them to plan and deliver exemplary practice in STEM teaching. The topic is designed to be at the cutting edge of new ways of reconceptualising traditional science to a more holistic interdisciplinary approach.

This topic will enable students to engage with knowledge of research-based integrated approaches to the teaching of science, technology, engineering and mathematics in schools. Students will learn about interdisciplinary methods for STEM teaching and learning, including project based learning and design thinking. The topic will allow students to undertake a critical examination of innovative, interdisciplinary approaches to curriculum design and consider the pedagogical strategies that will maximise deep learning and engagement with STEM education.

1. Explore the meaning of STEM as a new curricula focus in early childhood and primary curriculum
2. Develop new understandings of the concepts and contemporary issues inherent to STEM education globally, and relate these to local contexts
3. Generate sustainable designs for learning in STEM education
4. Consider the resources that will support new learning ecologies and critically reflect on learning scenarios that are designed to build knowledge