Your SlideShare is downloading. ×
0
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Noleine Fitzallen - University of Tasmania - Curriculum development in STEM
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Noleine Fitzallen - University of Tasmania - Curriculum development in STEM

354

Published on

Noleine Fitzallen delivered the presentation at the 2014 STEM Conference. …

Noleine Fitzallen 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

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
354
On Slideshare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
38
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Curriculum Development in STEM Bernardo León de la Barra School of Engineering Noleine Fitzallen School of Education Community Engagement through STEM Education http://www.utas.edu.au/stem
  • 2. What is STEM? Way of gathering things together STEMM
  • 3. STEM Integration in K-12 Education 3 https://www.youtube.com/watch?v=AlPJ48simtE&fe ature=player_embedded
  • 4. STEM Integration in K-12 Education 4 http://www.nap.edu/catalog.php?record_id=18612
  • 5. STEM Integration in K-12 Education: Key contributions come from the US • Integrated STEM education is an effort to combine the four disciplines of science, technology, engineering, and mathematics into one class, unit, or lesson that is based on connections among these disciplines and real-world problems. • The goal of an integrated STEM education is to be an holistic approach that links the disciplines so the learning becomes connected, focused, meaningful, and relevant to learners. (Moore & Smith, 2014)
  • 6. The Australian Curriculum • Mathematics • Science • Technology • Engineering?????? • General Capabilities – Social and Personal Capability – Critical and Creative Thinking – Numeracy – Literacy – Information and Communication Technology Capability
  • 7. • A commitment to integrate engineering design into the structure of science education by raising engineering design to the same level as scientific inquiry from kindergarten to grade 12. • Aims to help students see how science and engineering are instrumental in addressing major challenges that confront society today, such as generating sufficient energy, preventing and treating diseases, maintaining supplies of clean water and food, and solving the problems of global environmental change Engineering Design in the Next Generation Science Standards (NGSS) http://www.nextgenscience.org/next-generation-science-standards
  • 8. Working within the disciplines • Scientists – generating new knowledge by inquiring and questioning • Technologists – finding solutions by creating and operating innovative products and processes • Mathematicians – making logical arguments and proving claims • Engineers – solving problems by creating and making products
  • 9. Science Inquiry • Questioning and predicting: Identifying and constructing questions, proposing hypotheses and suggesting possible outcomes. • Planning and conducting: Making decisions regarding how to investigate or solve a problem and carrying out an investigation, including the collection of data. • Processing and analysing data and information: Representing data in meaningful and useful ways; identifying trends, patterns and relationships in data, and using this evidence to justify conclusions. • Evaluating: Considering the quality of available evidence and the merit or significance of a claim, proposition or conclusion with reference to that evidence. • Communicating: Conveying information or ideas to others through appropriate representations, text types and modes. (ACARA, 2014)
  • 10. Engineering design process PD video series and educator guides http://www.nasa.gov/audience/foreducators/best/edp.html
  • 11. STEM as a Way of Working The Authentic Integration Triangle (Treacy & O’Donoghue, 2014)
  • 12. STEM as a Way of Working (Vasquez, Sneider, & Comer, 2013, p. 67) Interdisciplinary curriculum plan about the solar system
  • 13. The Role of Teachers • Providing the opportunity for students to be creative and innovative by guiding learning through inquiry, exploration, and discovery in hands-on projects set within meaningful contexts. • At times teaching will involve guided inquiry, other times explicit teaching or other strategies. The needs of the students and the demands of the task will determine the approach needed • Importantly: – To support students to identify and acknowledge the contribution the various disciplines make to projects – For example, production of Folio pages from projects from Top Design Competition provide the evidence they have made the connections
  • 14. • Science, Technology, Engineering and Mathematics Critical Appraisal for Teachers • STEM Framework – A tool designed to assist teachers to select the STEM resources best suited to your teaching circumstances. – Underpinned by critical reflection. – It is a working record of the resource selection process. – Support for teachers who are teaching out of area.
  • 15. STEM Framework Six Step Framework Preparation Planning Context Resource Usability Support considerations
  • 16. References Australian Curriculum and Reporting Authority (2014). The Australian Curriculum: Science. Retrieved from http://www.australiancurriculum.edu.au/science/Curriculum/F- 10?layout=1 Engineering Design in the Next Generation Science Standards Retrieved from http://www.nextgenscience.org/next- generation-science-standards Moore, T. J., & Smith, K. A. (2014). Advancing the state of the art of STEM integration. Journal of STEM Education, 15(1), 5-10. STEMCrAfT Project. Retrieved from www.stemcraft.weebly.com Treacy, P., & O’Donoghue, J. (2014). Authentic integration: A model for integrating mathematics and science in the classroom. International Journal of Mathematical Education in Science and Technology, 45(5), 703-718. Vasquez, J. A., Sneider, C., & Comer, M. (2013). STEM: Lesson essentials. Integrating Science, Technology, Engineering, and Mathematics. Portsmouth: Heinemann.
  • 17. • Bernardo León de la Barra Bernardo.LeonDeLaBarra@utas.edu.au • Noleine Fitzallen Noleine.Fitzallen@utas.edu.au

×