Year
2024Credit points
10Campus offering
Prerequisites
Nil
Incompatible
EDST631 Integrating STEM into Effective Classroom Practice , EDST633 Mathematics in an Integrated STEM Classroom
Unit rationale, description and aim
Teaching science and mathematics (maths) as part of an integrated STEM curriculum has been widely adopted as an important way of fostering problem-solving, creativity and the capability to apply science and maths concepts. Educators and teachers who are designing integrated STEM units of study require knowledge of design processes they can draw on to develop learning experiences that simulate real-world experiences. Research-informed approaches to teaching integrated STEM are integral for understanding appropriate pedagogy where students learn and apply science and maths concepts. This unit introduces students to science/maths-focused learning in the integrated Science, Technology, Engineering and Mathematics (iSTEM) classroom, using design technology approaches that are based on content from the Australian Curriculum (Science/Mathematics).
In this unit, students are challenged to develop skills required for designing integrated STEM learning experiences that will lead to the application of science and maths concepts, through using design technology. Educators and teachers will apply this knowledge to the design of innovative STEM learning experiences relevant to their context. Students will learn exemplary pedagogical approaches for teaching integrated STEM including how to cater for diverse learners. Furthermore, students will develop an understanding of research-informed STEM teaching.
The aim of this unit is to develop students’ competence in designing practical hands-on activities through an integrated STEM approach where design technology is used to learn about science and maths concepts from the Australian Curriculum.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Communicate a critical understanding of the principles of an integrated STEM approach to teaching science and mathematics, including research-informed pedagogical approaches (APST HA 1.2, 2.1, 2.3, 3.1) | GC1, GC2, GC3, GC7, GC9, GC10, GC11 |
| LO2 | Evaluate a variety of teaching strategies designed to cater for individual differences in student learning (e.g., cognitive, physical, social, cultural differences; EAL/D; gifted learners; students with special needs) when teaching science and mathematics through an integrated STEM approach (APST HA 1.2, 1.5, 2.2, 3.3, 5.1; Lead 1.1, 1.3) | GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC10, GC11 |
| LO3 | Apply knowledge about the General Capabilities and Cross Curriculum Priorities, from the Australian Curriculum: Science and Mathematics, to design learning sequences that require the application of science and mathematics concepts through an integrated STEM approach (APST HA 2.1, 2.4, 2.6, 3.2, 3.3; Lead 1.4) | GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC10, GC11 |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - HIGHLY ACCOMPLISHED
On successful completion of this unit, students should have gained evidence towards the following standards:
1.2 Understand how students learn Expand understanding of how students learn using research and workplace knowledge. |
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities. |
2.1 Content and teaching strategies of the teaching area Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs. |
2.2 Content selection and organisation Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs. |
2.3 Curriculum, assessment and reporting Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements. |
2.6 Information and Communication Technology (ICT) Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful. |
3.1 Establish challenging learning goals Develop a culture of high expectations for all students by modelling and setting challenging learning goals. |
3.2 Plan, structure and sequence learning programs Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students. |
3.3 Use teaching strategies Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. |
5.1 Assess student learning Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment. |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - LEAD
On successful completion of this unit, students should have gained evidence towards the following standards:
1.1 Physical, Social and intellectual development and characteristics of students Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students. |
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.4 Strategies for teaching Aboriginal and Torres Strait Island students Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers. |
Content
Topics will include:
MODULE 1 — The 3Ps (Science) [each dot point is a week]
- Principles— contemporary and research-informed understandings of the ways in which students learn science through an integrated STEM approach using design technology
- Pedagogy — pedagogical strategies to promote problem solving, critical thinking and project-based learning when teaching science through an integrated STEM approach
- Planning — planning, developing and evaluating sequences of learning activities for teaching science through an integrated STEM approach designed for a specific school context
MODULE 2 — The 3Rs (Science)
- Representations — analysing ways that students can use visual representations for demonstrating the application of science concepts when solving integrated STEM problems
- Real Word Applications — designing technology activities that simulate real-world problems
- Resources — effective use of a range of resources for teaching, including design technologies to engage learners, specific to teaching science through an integrated STEM approach
MODULE 3 — The 3Ps (Maths)
- Principles— contemporary understandings of the unique ways in which students learn Mathematics in an integrated STEM classroom using design technology
- Pedagogy — pedagogical strategies to promote problem solving, critical thinking and project-based learning when teaching Mathematics in integrated STEM Education
- Planning — planning and evaluating sequences of learning activities when teaching Mathematics in an integrated STEM classroom relative to specific school context and identified factors impacting teaching and learning
MODULE 4 — The 3Rs (Maths)
- Representations — analysing ways that students can use visual representations for demonstrating the application of mathematical concepts when solving integrated STEM problems
- Real Word Applications — designing technology activities that simulate real-world problems
- Resources — effective use of a range of resources for teaching, including design technologies, to engage learners, specific to teaching science through an integrated STEM approach
Learning and teaching strategy and rationale
This unit is offered in multi-mode and will be supported by a unit Learning Management System (LMS) site. Engagement for learning is the key driver in the delivery of this curriculum, therefore an active learning approach is used to support graduates in their exploration and demonstration of achievement of the unit’s identified learning outcomes.
In this unit students will be taught via a range of online and/or face to face strategies including synchronous and asynchronous approaches. They will engage in lectures and workshops where collaborative group work is afforded. During these sessions, students will work with peers to collectively understand and develop new ways to teach science through an integrated STEM approach.
This is a 10 credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total.
Mode of delivery: This unit will be offered in one or more of modes of delivery described below, chosen with the aim of providing flexible delivery of academic content.
- On Campus: Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
- Intensive: In an intensive mode, students require face-to-face attendance on weekends or any block of time determined by the school. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you students to prepare and revise.
- Multi-mode: Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
- Online unscheduled: Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
- Online scheduled: All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
Assessment strategy and rationale
The assessment tasks are designed to provide students with the opportunity to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.
The assessment tasks below will enable students to demonstrate the Learning Outcomes and design a practical integrated STEM learning sequence that can be used in contemporary classrooms. In order to pass this unit, students are required to submit both assessment tasks and achieve a Pass grade in each of the two tasks.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1 – Science and Technology Critically analyse and develop an integrated STEM learning sequence that requires the application of science concepts, embeds the use of contemporary ICTs and incorporates strategies for including diverse learners. Justifications for your analysis need to be based on the current research in STEM education and Australian Curriculum requirements. | 50% | LO1, LO2, LO3 |
Assessment Task 2 - Mathematics and Technology Develop a unit of work using mathematics in an integrated STEM that includes relevant and justified activities based on the literature. The unit of work must demonstrate knowledge and understanding of:
| 50% | LO1, LO2, LO3 |
Representative texts and references
English, L. (2022). Multidisciplinary Modelling in a Sixth-Grade Tsunami Investigation. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-022-10303-4
English, L.D., Adams, R. A., & King, D. (2020). Design learning in STEM Education. In C. Johnson, M. Mohr-Schroeder, T. Moore & L. English (Eds.), Handbook of Research on STEM education (pp.76-83). Routledge.
English, L. D., & King, D. T. (2017). Engineering education with fourth-grade students: Introducing design-based problem solving. International Journal of Engineering Education, 33(1B), 346-360. https://eprints.qut.edu.au/103195/13/103195.pdf
English, L., & Anderson, J. (2021). STEM and Integration. In M.A. Peters (Ed.) Encyclopedia of teacher education (pp. 1-6). Springer, Singapore.
English, L. (2022). Fifth-grade Students’ Quantitative Modeling in a STEM Investigation. Journal for STEM Education Research, 5(2),134-162.
Forbes, A., Chandra, V., Pfeiffer, L., & Sheffield, R. (2021, January 22). STEM education in the primary school: A teacher’s toolkit. Higher Education from Cambridge University Press. https://www.cambridge.org/highereducation/books/stem-education-in-the-primary-school/FFAC56F0DC7035EE132D979945AB24F3#overview
Jorgensen, R., Larkin, K. (2018). STEM education in the junior secondary: The state of play. Springer Singapore.
King, D. T. & English, L. D. (2017). Engineering design in the primary school: Applying stem concepts to build an optical instrument. International Journal of Science Education, 38(18), 2762-2794.
Larkin, K., & Lowrie, T. (2022). STEM education in the early years. Springer.
Moore, T. J., Johnston, A. C., & Glancy, A. W. (2020). STEM Integration: A synthesis of conceptual frameworks and definitions. In C. Johnson, M. Mohr-Schroeder, T. Moore & L. English (Eds.), Handbook of Research on STEM education (pp.3-16). Routledge.