Stem or steam – setting the scene
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This session uses current research on STEM and its implementation in schools in various modes to then offer practical suggestions for how you incorporate STEM or STEAM into a teaching unit
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Stem or steam – setting the scene
- 1. STEM OR STEAM – SETTINGTHE SCENE FOR LEARNING JuneWall, Educational Consultant
- 2. Outcomes for this webinar ■ Understand the research base for STEM or STEAM ■ Consider teaching strategies that integrate STEAM outcomes for problem solving ■ Identify resources that support STEM or STEAM outcomes. STEM definition (ACER, 2016) Teaching and learning between/among any two or more of the STEM subject areas and/ or between a STEM subject and a non-STEM subject such as the Arts
- 3. NATIONAL STEM STRATEGY development of skills in cross disciplinary, critical and creative thinking, problem solving and digital technologies, which are essential in all 21st century occupations. Australian Government, 2015
- 4. searching for uncertainty, recognising ambiguity, and learning from failure freedom to tinker with ideas “bootstrapping” Real world challenges
- 5. STEM and problem solving ■ Providing an authentic problem for students to solve is core to developing problem solving skills https://www.teachingchannel.org/videos/teaching-stem- strategies ■ Lessons are guided by inquiry learning and design thinking ■ Explorations by students are open ended ■ Being a great problem solver means working well in teams ■ Failing is part of problem solving ■ Science and Maths concepts underpin all problems so these must be part of the learning 1. Identify the key pieces of information in the problem. 2. Is there a pattern in the problem? 3. Students must now try to solve the problem. 4. Students check their problem and determine if they used the best strategy to solve it. 5. explain the answer and the process they went through to get it.
- 6. Woods’ problem solving model Model problem solving behaviour first! ■ Define the problem – what is known and unknown, use of symbols and units, constraints, criteria for success ■ Think about it – take time to let it simmer, identify specific knowledge needed, collect information ■ Plan a solution – develop a number of strategies, choose the best ■ Carry out the plan – patience and persistence ■ Look back – evaluate and reflect Woods, D.R.,Wright, J.D., Hoffman,T.W., Swartman, R.K., Doig, I.D. (1975).Teaching Problem solving Skills. Engineering Education.Vol 1, No. 1. p. 238. Washington, DC:TheAmerican Society for Engineering Education.
- 7. Interdisciplinary vs Multidisciplinary ■ Skills taught across boundaries as a project approach – Critical thinking – Problem solving – making connections with learning experiences that relate to personal meanings. ■ Skills taught within a discipline towards a common goal
- 8. System implications ■ Professional learning as part of the everyday learning of teachers needs to become a part of their week or meetings ■ Leadership and a commitment to STEM education at the school level is critical ■ Time in schools for meetings and planning are critical ■ Aligning STEM subjects with teacher expertise and passion is critical to student perceptions of the STEM field. Role models are an important factor in students selecting STEM careers.
- 9. Supported byOffice of the Chief Scientist statement,Australian Government, 2003
- 10. Essential elements for high performing STEM programs ■ Tailored a accessible ■ Open ■ Evidenced-based ■ Evaluated ■ Research-based ■ Diverse ■ Scalable ■ Provides support ■ Engages partners ■ Relevant Chapman &Vivian, (2016)
- 11. Australian teachers and STEM learning ■ 61.5% integrated ■ 12.2% stand alone subjects ■ 12.7% made STEM mandatory
- 12. Wall, 2016, p.30
- 13. STEM education is about creating opportunities for authentic learning experiences to occur to develop critical thinking skills and problem solving through an iterative design / building or developing process that produces an end product which showcases student learning. https://www.youtube.com/watch?v=KL9UbZwBZW0
- 14. Teaching models 5Es instructional model 01 Generative learning model 02 Learners question model – also known as Interactive model 03 Science in Schools model 04 Representational Intensive Pedagogy 05
- 15. Core frameworks or processes for STEM pedagogical practices ■ project/problem based learning (PBL) (Asunda & Mativo, 2016; Boaler, 2014; Wang, Moore, Roehrig & Park, 2011) ■ challenge based learning ■ design thinking (Stanford University, n.d.) ■ inquiry learning (School Libraries and Information Literacy unit, 2007;Wang, Moore, Roehrig & Park, 2011) ■ games based learning (Atkinson & Mayo, 2010; Boyle, Hainey, Connolly,Gray, et al, 2016).
- 16. 5Es instructional model Aubusson et al, 2015, p.25
- 18. Further resources to explore ■ Digital Literacy school grants https://www.education.gov.au/digital-literacy-school-grants-dlsg ■ Brain STM innovation challenge http://www.brainstem.org.au/ ■ Universal Design for Learning http://www.udlcenter.org/aboutudl/whatisudl/3principles ■ STEM High school competitions from the University ofWollongong http://eis.uow.edu.au/high-school-competitions/index.html ■ 60 Aps to teach STEAM in the classroom https://www.weareteachers.com/60-apps-to-teach-steam-in-the-classroom-2/ ■ NSW Education Standards Authority (2017) STEM support http://www.boardofstudies.nsw.edu.au/syllabuses/syllabus- development/stem-support.html ■ NSW Department of Education STEM http://www.stem-nsw.com.au/ ■ Microsoft. Curated STEM resources https://education.microsoft.com/courses-and-resources/resources/STEM-resources ■ 18 STEM activity ideas http://www.educationworld.com/a_news/18-stem-activity-ideas-resources-promote-summer-learning- 1537730637 ■ STEM and STEAM education http://libguides.ucalgary.ca/c.php?g=255548&p=1702131 ■ Curriculum for K-12 educators https://www.teachengineering.org/ ■ Curriculum for the Classroom https://orise.orau.gov/stem/k-12/curriculum-for-the-classroom.html ■ Design squad http://pbskids.org/designsquad ■ National Geographic http://www.nationalgeographic.org/education/stem-education/ ■ STEM works http://stem-works.com/activities ■ Science apps http://sciencenetlinks.com/collections/science-apps/ ■ Maths and Science video lessons for High School http://blossoms.mit.edu/ ■ 3 tools for teaching critical thinking and problem solving https://ww2.kqed.org/mindshift/2016/11/06/three-tools-for-teaching- critical-thinking-and-problem-solving-skills/
- 19. References Aubusson, P., Schuck, S., Ng,W., Burke, P. & Pressick-Kilborn, K. (2015). Quality learning and teaching in primary science and technology literature review (2nd ed). Sydney: Association of Independent Schools New South Wales. Available at: http://ow.ly/QOK3305NOCM Chapman, S &Vivian, R. (2016) Engaging the future of STEM. CEW. Retrieved from https://cew.org.au/wp-content/uploads/2017/03/Engaging-the-future-of-STEM.pdf O’Brien, J. (2016) Experts speak out about leading theTech agenda in STEM education. Computerworld. Retrieved from http://www.computerworld.com.au/article/610311/experts- speak-about-leading-tech-agenda-stem-education-roadshow-tour/ Rosicka, C. (2016) From concept to classroomTranslating STEM education research into practice. Camberwell: ACER Retrieved from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1010&context=professional_dev US Department of Education. (2016). STEM 2026 AVision for Innovation in STEM Education. Retrieved April 25, 2017, from https://innovation.ed.gov/files/2016/09/AIR- STEM2026_Report_2016.pdf Wall, J. (2016) A science, technology, engineering and mathematics (STEM) review of the research. In Scan 35(2). Pp.27-41
Editor's Notes
- This session uses current research on STEM and its implementation in schools in various modes to then offer practical suggestions for how you incorporate STEM or STEAM into a primary unit and/or a stage 4 History unit. After this webinar, participants will be able to: Understand the research base for STEM or STEAM Consider teaching strategies that integrate STEAM outcomes for problem solving Identify resources that support STEM or STEAM outcomes.
- Woods’ problem-solving model Define the problem The system. Have students identify the system under study (e.g., a metal bridge subject to certain forces) by interpreting the information provided in the problem statement. Drawing a diagram is a great way to do this. Known(s) and concepts. List what is known about the problem, and identify the knowledge needed to understand (and eventually) solve it. Unknown(s). Once you have a list of knowns, identifying the unknown(s) becomes simpler. One unknown is generally the answer to the problem, but there may be other unknowns. Be sure that students understand what they are expected to find. Units and symbols. One key aspect in problem solving is teaching students how to select, interpret, and use units and symbols. Emphasize the use of units whenever applicable. Develop a habit of using appropriate units and symbols yourself at all times. Constraints. All problems have some stated or implied constraints. Teach students to look for the words only, must, neglect, or assume to help identify the constraints. Criteria for success. Help students to consider from the beginning what a logical type of answer would be. What characteristics will it possess? For example, a quantitative problem will require an answer in some form of numerical units (e.g., $/kg product, square cm, etc.) while an optimization problem requires an answer in the form of either a numerical maximum or minimum. Think about it “Let it simmer”. Use this stage to ponder the problem. Ideally, students will develop a mental image of the problem at hand during this stage. Identify specific pieces of knowledge. Students need to determine by themselves the required background knowledge from illustrations, examples and problems covered in the course. Collect information. Encourage students to collect pertinent information such as conversion factors, constants, and tables needed to solve the problem. Plan a solution Consider possible strategies. Often, the type of solution will be determined by the type of problem. Some common problem-solving strategies are: compute; simplify; use an equation; make a model, diagram, table, or chart; or work backwards. Choose the best strategy. Help students to choose the best strategy by reminding them again what they are required to find or calculate. Carry out the plan Be patient. Most problems are not solved quickly or on the first attempt. In other cases, executing the solution may be the easiest step. Be persistent. If a plan does not work immediately, do not let students get discouraged. Encourage them to try a different strategy and keep trying. Look back Encourage students to reflect. Once a solution has been reached, students should ask themselves the following questions: Does the answer make sense? Does it fit with the criteria established in step 1? Did I answer the question(s)? What did I learn by doing this? Could I have done the problem another way?
- • Engaged and networked communities of practice. All schools, early learning programs, communities, and students engage in CoP that draw on the knowledge, tools, resources, and expertise needed to effectively engage in STEM teaching and learning experiences, in and outside of formal school settings. These collaborative networks of STEM learning foster the skills and growth mindsets among all students that lead to lifelong learning and opportunities for postsecondary and career success, while expanding access to rigorous STEM courses, including computer science. • Accessible learning activities that invite intentional play and risk. STEM 2026 emphasizes the benefits of inviting intentional play into the learning process in P–12 and at the postsecondary level. Activities that are designed to incorporate intentional play are applicable at all levels of the education continuum. These activities offer low barriers to entry and encourage creative expression of ideas, while still engaging diverse students in complex and difficult content. In STEM-themed play, young people’s desire to design and create motivates curiosity in STEM and fosters a sense of belonging as students learn from and with others, and are encouraged to think in divergent ways. Through the process of exploration and discovery, they see that STEM is everywhere, that they have something to contribute to the field, and they learn to take a team-based approach to tackling real-world problems and challenges. • Educational experiences that include interdisciplinary approaches to solving “grand challenges.” STEM education engages students of all ages in tackling grand challenges. Grand challenges are those that are not yet solved at the local community, national, or global levels. Grand challenges may include, for example, water conservation or improving water quality; better understanding the human brain to uncover new ways to prevent, treat, and cure brain disorders and injury; developing new technology-enabled systems for improving access to health care; addressing aging infrastructure; or making solar energy cost competitive and electric cars that are affordable (Office of Science and Technology Policy, n.d.). Tasking children and youth with a grand challenge helps them understand the relevance of OFFICE OF Innovation and Improvement iii STEM to their lives and to see the value of STEM in addressing issues that better their own lives and the lives of others. Grand challenges also offer a platform for incorporating culturally relevant approaches and content into STEM instruction. • Flexible and inclusive learning spaces. Learning spaces that offer teachers and students flexibility in structure, equipment, and access to materials, including spaces that are located in the classroom, in the natural world, makerspaces, and those that are augmented by virtual and technology-based platforms can enhance learners’ STEM experiences. Diversifying when and where learning occurs promotes opportunities for culturally relevant pedagogies and activities by facilitating new modes of exploring STEM concepts and developing STEM skills. Flexible learning spaces are adaptable to the learning activity and invite creativity, collaboration, co-discovery, and experimentation in accessible and unintimidating instructor-guided environments. • Innovative and accessible measures of learning. As President Obama has said, the nation needs to rethink its approach to testing to ensure that students are taking fewer, smarter, and better tests. Achievement and performance assessments, when approached thoughtfully, can play a role in assessing and measuring STEM learning at key milestones in students’ education pathways. In addition, they play a role in identifying achievement gaps among groups of students, schools, districts, and geographic locations. At the same time, these types of tests should be carefully calibrated to ensure they are not redundant, do not take up too much classroom time, and are giving educators reliable unbiased information about student learning. In the STEM 2026 vision, there also is recognition of the value of more formative measures of learning that provide insight into the mindsets and habits associated with academic and postsecondary outcomes, including those that can be drawn from observations, evaluation of portfolios of student work, and student demonstrations and presentations. • Societal and cultural images and environments that promote diversity and opportunity in STEM. In STEM 2026, how STEM is messaged to youth and their families is transformed. Research shows that repeated exposure to images, themes, and ideas affect people’s beliefs, behaviors, and attitudes (Handelsman & Sakraney, 2015). In STEM 2026, popular media, toy developers, and retailers consider issues of racial, cultural, and gender diversity and identity in portrayals of STEM professionals and STEM-themed toys and games. These images counter historical biases that have prevented the full participation of certain groups of individuals in STEM education and career pathways. These portrayals include diverse pictures, descriptions, or images of what STEM work entails, including the array of jobs and activities that use STEM; and who is seen doing and leading STEM-related work. Communities and youth in all neighborhoods and geographic locations around the country are equally exposed to social and popular media outlets that focus on STEM, and a wide diversity of STEM-themed toys and games that are accessible and inclusive and effectively promote a belief among all students that they are empowered to understand and shape the world through the STEM disciplines.
- PBL • initiation by a problem or question • research or knowledge components that require depth in the inquiry phase • real world issue or experience • some student control over the learning process and product • structures in place for students to self-reflect and evaluate • high quality work • solution or presentation accessible outside the immediate classroom environment. Design thinking • empathise • define • ideate • prototype • test.