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Dr Mike Brown 
La Trobe University 
Faculty of Education 
m.brown@latrobe.edu.au
Alistair
Alistair
Kurt’s electric car
Kurt’s electric car
Faye from Paynesville
Fay’s tug - Samson
From a design and technology education viewpoint 
Not much STEM but some that are ‘STEM-like’ 
The pedagogy and the cur...
The curriculum framework for design and technology education 
Design 
Make 
Evaluate
Not many formal attempts at STEM 
Throughout the school curriculum: AusVELS and national curriculum 
CSF led to KLAs – ...
Three main forms . . . 
1. A coordinated approach: timing of learning ideas and concepts is coordinated across a group of ...
Year 3 Make a marble alley 
Year 8 Solar vehicles: in competition 
Year 9 Rockets 
Year 10 (and VCAL) hovercrafts 
VE...
Years 3 & 4
Years 3 & 4
Years 3 & 4
Years 7 & 8: solar vehicles competition
Year 9: rockets
Years 10 & VCAL: hovercrafts
VCE ( and VCAL) cover study in Years 11 & 12 
VCE subjects are detailed in a Study Design 
Each Study Design is divided...
Visited the schools and interviewed the three teachers and the three students associated with these three SAT projects; 
...
 . . . it is all based around their projects and project management, so the students choose a unique electrical and elect...
VCE: Systems Engineering
VCE: Systems Engineering
VCE: Systems Engineering
KERWYN JOSHUA ALDERSON Catholic Regional College, Sydenham 
•Amphibious Rescue Hovercraft Turnigy 25A ESCs, brushless moto...
BASIL ANASTASI Newhaven College, Newhaven 
•Automatic Goat Feeder steel, zinc sealed steel, pop rivets, drill motors, wind...
KARL VOSS Kardinia International College 
•Tri-rotor Unmanned Aerial Vehicle perspex, square aluminium tubing, 1000kv brus...
EMILY JANE BREBNER Gladstone Park Secondary College 
•Solar Powered Rope Pump rope, PVC pipe, MayTec, battery, train winds...
KIMBERLY HARRIS Beaconhills College, Pakenham 
•LED POV display Arduino microcontroller, 12V motor, dot board, plywood, ra...
2001 
2002 
2003 
2004 
Successful completion of Unit 1 
(start of Yr11) 
2251 
(80) 
2161 
(99) 
1948 
(62) 
1721 
(45) 
...
2010 
2011 
2012 
2013 
Successful completion of Unit 1 
(start of Yr11) 
1311 
(26) 
1356 
(47) 
1328 
(36) 
1315 
(35) 
...
BILLY HOGAN St Bede’s College, Mentone 
•Remote Operated Underwater Vehicle 12V bilge pumps, 12V relays, arcade style joys...
JAMES MORANDO Beaconhills College, Pakenham 
•NO HANDS! Foot Adjustable Guitar Effects Pedal perspex, aluminium, 3 to 1 pl...
THOMAS RANDLE Beaconhills College, Pakenham 
The Automatic Dog Feeder acrylic, stainless steel auger screw, 4D Systems, ca...
THOMAS WENTWORTH Beaconhills College, Pakenham 
•Exoskeletal Arm aluminium, Arduino Mega 2560 microcontroller, force sensi...
Emily’s Rope pump
Dog feeder
Complex knowledge demands of the 21st century 
Inter and trans-disciplinary knowledge 
STEM, and stem-like 
Authentic ...
Project based learning 
(learning through a student selected project) 
+ 
Inquiry based to create and develop a response t...
Project based learning . . . 
also sits well with what we understand about learning theory 
Based on the seminal work of B...
Sculpture exhibition at Werribee
Dr Mike Brown - Faculty of Education, La Trobe University - Teaching and learning in ‘STEM like’ programs in Victorian sec...
Dr Mike Brown - Faculty of Education, La Trobe University - Teaching and learning in ‘STEM like’ programs in Victorian sec...
Dr Mike Brown - Faculty of Education, La Trobe University - Teaching and learning in ‘STEM like’ programs in Victorian sec...
Dr Mike Brown - Faculty of Education, La Trobe University - Teaching and learning in ‘STEM like’ programs in Victorian sec...
Dr Mike Brown - Faculty of Education, La Trobe University - Teaching and learning in ‘STEM like’ programs in Victorian sec...
Dr Mike Brown - Faculty of Education, La Trobe University - Teaching and learning in ‘STEM like’ programs in Victorian sec...
Dr Mike Brown - Faculty of Education, La Trobe University - Teaching and learning in ‘STEM like’ programs in Victorian sec...
Dr Mike Brown - Faculty of Education, La Trobe University - Teaching and learning in ‘STEM like’ programs in Victorian sec...
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Dr Mike Brown - Faculty of Education, La Trobe University - Teaching and learning in ‘STEM like’ programs in Victorian secondary schools

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Dr Mike Brown delivered the presentation at the 2014 STEM Conference.

The STEM Education Conference in 2014 looked not only at some of the key advantages and critical gaps in STEM education but also explore the policy and strategy settings that can enable participation and quality learning of STEM.

For more information about the event, please visit: http://bit.ly/STEMConf2014

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Transcript of "Dr Mike Brown - Faculty of Education, La Trobe University - Teaching and learning in ‘STEM like’ programs in Victorian secondary schools"

  1. 1. Dr Mike Brown La Trobe University Faculty of Education m.brown@latrobe.edu.au
  2. 2. Alistair
  3. 3. Alistair
  4. 4. Kurt’s electric car
  5. 5. Kurt’s electric car
  6. 6. Faye from Paynesville
  7. 7. Fay’s tug - Samson
  8. 8. From a design and technology education viewpoint Not much STEM but some that are ‘STEM-like’ The pedagogy and the curriculum The Year 3 homework task: a marble alley The solar vehicles: models and full size A theme on projects in developing countries The hovercrafts At VCE: sTEm = ‘Systems engineering’
  9. 9. The curriculum framework for design and technology education Design Make Evaluate
  10. 10. Not many formal attempts at STEM Throughout the school curriculum: AusVELS and national curriculum CSF led to KLAs – and Vertical integration of curriculum VELS extended this and encouraged horizontal integration of curriculum At its best it led to multi-domain units of work . . . STEM became possible and was there for the take up
  11. 11. Three main forms . . . 1. A coordinated approach: timing of learning ideas and concepts is coordinated across a group of different subject teachers 2. A collaborative approach: a team of teachers plan out their units of work to support student learning of related ideas and concepts 3. An integrated approach an off-timetable event or project full integration of the STEM subjects whereby one teacher follows a project across a range of lessons
  12. 12. Year 3 Make a marble alley Year 8 Solar vehicles: in competition Year 9 Rockets Year 10 (and VCAL) hovercrafts VET: the sustainability trailer VCAL: slot car racing VCE: Systems Engineering
  13. 13. Years 3 & 4
  14. 14. Years 3 & 4
  15. 15. Years 3 & 4
  16. 16. Years 7 & 8: solar vehicles competition
  17. 17. Year 9: rockets
  18. 18. Years 10 & VCAL: hovercrafts
  19. 19. VCE ( and VCAL) cover study in Years 11 & 12 VCE subjects are detailed in a Study Design Each Study Design is divided into four units – to be studied over two years (unit = semester) Units 1 & 2 = Year 11; Units 3 & 4 = year 12 Each of the Units, is subdivided into area of studies and each area has an assigned outcome Usually 2 or 3 outcomes per unit An assessment task for each outcome Assessment occurs through SACs, SAT and Exam Final Study scores are out of 50 . . . . Study scores feed into the ATAR
  20. 20. Visited the schools and interviewed the three teachers and the three students associated with these three SAT projects; Analysed a range of each student’s work (folios) Reviewed the teacher’s teaching program Undertook extensive in depth interviews with another leading teacher Analysed the curriculum and assessment documentation (VCAA) Analysed a range of textbooks and teachers notes
  21. 21.  . . . it is all based around their projects and project management, so the students choose a unique electrical and electronic and mechanical project to build, something they are inspired to build and they then have to go and research if it’s at all possible. I often let them do things which I have no idea whether they are possible and they’re outside of my range of expertise. The research I find then is very genuine . . . they go off and research and design and come up with a starting point and often will start building their production, and they design and research as they go along … it’s more like an invention for maybe half of the students … The product dominates Systems Engineering. (Interview with Teacher )
  22. 22. VCE: Systems Engineering
  23. 23. VCE: Systems Engineering
  24. 24. VCE: Systems Engineering
  25. 25. KERWYN JOSHUA ALDERSON Catholic Regional College, Sydenham •Amphibious Rescue Hovercraft Turnigy 25A ESCs, brushless motors, servo motor, 11.1V Li-Po battery, breakout cables, 2.4 GHz radio module, LED scanner kit, LED chaser kit, 3-colour LED strips, proximity sensors, relay, buzzer, 9V battery, wire connectors, switches, 6x4 propellers, plywood, balsa wood, aluminium, rip-stop nylon •I produced the Amphibious Rescue Hovercraft to assist emergency crews in flooded and marine environments. The versatility, lighting and amphibious capabilities of the hovercraft made it ideal for such tasks. The hovercraft was challenging to produce, as the design and electronics needed to be revised in order to achieve lift-off.
  26. 26. BASIL ANASTASI Newhaven College, Newhaven •Automatic Goat Feeder steel, zinc sealed steel, pop rivets, drill motors, wind screen wiper motor, bicycle axle and hub, auger blade, valve springs, Picaxe 18M2+ microcontroller, resistors, tantalum capacitors, transistors, voltage regulator, RFID reader, OLED display, push button switches, reed switches, neodymium magnets, heat sinks, electrical wire, two- prong plug, hex inverter, AND gate, quad- line driver, IC sockets, LDR, diodes •The Automatic Goat Feeder is designed to mix a daily supplement and feed it to goats. The frame is welded together with the sheets attached using rivets. The design was tricky because it required many elements working in unison to remain efficient. A major challenge was learning how to weld in order to construct the frame
  27. 27. KARL VOSS Kardinia International College •Tri-rotor Unmanned Aerial Vehicle perspex, square aluminium tubing, 1000kv brushless motors, 20A electronic speed controllers, 2100mAh 12V battery, power distribution board, Arduino Nano, 3- axis accelerometer, 3-axis gyroscope, 3-axis magnetometer, 2.4gHz 6- channel radio receiver, cable ties •The Tri-rotor Unmanned Aerial Vehicle is the product of my fascination, from a young age, with remote-controlled helicopters and other flying objects, I had always wanted to make one of my own. Although it proved very difficult to program and construct to the exact specifications, it was a worthwhile challenge.
  28. 28. EMILY JANE BREBNER Gladstone Park Secondary College •Solar Powered Rope Pump rope, PVC pipe, MayTec, battery, train windscreen wiper motor, rubber, aluminium, wood, plastic, steel •I was inspired to create a project that could be used in developing countries after my family sponsored a boy living in Ethiopia. Despite some production setbacks, I was able to design a system that could enhance the lives of its users by incorporating solar energy, as well as helping protect the environment through clean energy.
  29. 29. KIMBERLY HARRIS Beaconhills College, Pakenham •LED POV display Arduino microcontroller, 12V motor, dot board, plywood, rare earth magnet, SMD LEDs, SPST switches, 9V battery, 1.5V batteries, cable ties •I have always struggled to interest my friends in systems engineering, which led me to construct a product that is both engaging and entertaining. Its theme was inspired by my love for the game Pac-Man. Persistence of vision (POV) was something I had not tried before; but after researching the topic, I decided it would be suitably entertaining while also challenging my skills.
  30. 30. 2001 2002 2003 2004 Successful completion of Unit 1 (start of Yr11) 2251 (80) 2161 (99) 1948 (62) 1721 (45) Providers of Unit 1 165 159 141 127 Successful completion of Unit 4 (end of Yr12) 1302 (29) 1220 (18) 1109 (23) 1029 (13) Providers of Unit 4 139 133 123 123
  31. 31. 2010 2011 2012 2013 Successful completion of Unit 1 (start of Yr11) 1311 (26) 1356 (47) 1328 (36) 1315 (35) Providers of Unit 1 94 102 104 96 Successful completion of Unit 4 (end of Yr12) 766 (15) 778 (10) 875 (19) 765 (18) Providers of Unit 4 86 87 94 89
  32. 32. BILLY HOGAN St Bede’s College, Mentone •Remote Operated Underwater Vehicle 12V bilge pumps, 12V relays, arcade style joysticks, hard plastic safe case, PVC pipe and fittings, wire, switches, 12V LED downlights, perspex, camera, LCD screen, switches and 12V batteries •Inspired by my love of marine life, I decided to make a vehicle capable of diving underwater and relaying a live image to the surface. Throughout this project I faced many complications that enabled me to further understand the methods and theory behind such complex design and construction principles.
  33. 33. JAMES MORANDO Beaconhills College, Pakenham •NO HANDS! Foot Adjustable Guitar Effects Pedal perspex, aluminium, 3 to 1 plastic gears, potentiometers, PCB circuit board blank, 28 LEDs, wooden balls, delay circuit kit, DC power supply, heavy duty switch •The inspiration for my project came from a problem my guitar teacher has when performing on stages with limited space and accessibility. The challenge was assembling the circuitry and gearboxes I had designed, because they had to be compact, neat and accessible. My processes included routing the perspex enclosure, and assembling and painting the final product. •James’ work can be seen in more detail in a film screening within the exhibition.
  34. 34. THOMAS RANDLE Beaconhills College, Pakenham The Automatic Dog Feeder acrylic, stainless steel auger screw, 4D Systems, capacitive touch screen, Arduino mega 2560 microcontroller, Arduino Ethernet shield, 12V DC stepper motor, stepper motor driver, electronic solenoid, TP-link wireless router, Ai-Ball Wi-Fi camera, reed sensor, resistors, transistors, male/ female headers, heat sink, heat shrink, DC power packs and sockets •I built a dog feeder that can give food and water to my dog automatically or manually, using an iPhone or an LCD touch screen. The Arduino program contained over 1800 words. I also built an acrylic assembly to support the food, electronics and food transfer mechanism. •Thomas’ work can be seen in more detail in a film screening within the exhibition.
  35. 35. THOMAS WENTWORTH Beaconhills College, Pakenham •Exoskeletal Arm aluminium, Arduino Mega 2560 microcontroller, force sensitive resistors, mega moto motor driver board, linear actuators, wire, switches, LEDs, lubricated nylon, acrylic, header pins, plugs, strapping, Velcro •The Exoskeletal Arm was designed for heavy lifting in confined spaces and for use in the medical industry to assist those with nerve damage and/ or weakened arm muscles. The Exoskeletal Arm was inspired by the XOS 2 military operations suit (created by Raytheon).
  36. 36. Emily’s Rope pump
  37. 37. Dog feeder
  38. 38. Complex knowledge demands of the 21st century Inter and trans-disciplinary knowledge STEM, and stem-like Authentic problems and design challenges Creating artefacts and solving problems
  39. 39. Project based learning (learning through a student selected project) + Inquiry based to create and develop a response to a design challenge + Requires hands on/applied manufacturing of product + Testing (and adjustment) + Evaluation
  40. 40. Project based learning . . . also sits well with what we understand about learning theory Based on the seminal work of Bransford, Brown & Cocking (2000), Kippermann & Sanders (2007) explain that technology orientated projects align well to these principles of learning. First, learning is an active process where learners construct new understandings based in part on what they already know. Second, abstract ideas are learned more effectively if situated in a more familiar and concrete context (situated cognition). Third, learners benefit enormously from discussion they have with others where they articulate their perceptions and ideas. Finally, learners achieve their full potential when they get just enough assistance to enable them to move from what they currently know to a higher level of understanding, (Kippermann & Sanders, 2007: 218 & 219).
  41. 41. Sculpture exhibition at Werribee
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