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PUTTING THE “E INTO
STEM
Professor Frank Bullen
Dr Carole Haeusler
University of Southern Queensland
THE UPDATE
Wednesday Australian: University Dreams start in primary
school (Coates, AUSSE).
When: 40% in Primary and 23% in Lower Secondary
Why: 79% to study area of interest and 50% to improve job prospects
Friday Australian: State rejects
PM’s curriculum as substandard.
NSW Board of Studies views K to 10
in first four subjects of English,
maths, science and history as
substandard.
Garret – “the reform is too important
to be allowed to slide because of some
minor concerns about one aspect”
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HOW DID QUEENSLAND LOSE THE “E”
Consider the 2007 discussion paper
“Towards a 10 year plan for
science, technology, engineering
and mathematics (STEM)
education and skills in
Queensland” (DETA 2007).
“We’re already making progress
with initiatives like the $20 million
Queensland Academy for Science,
Mathematics and Technology”
3
THE USA LOST THE “T” AND THE “E”
The report “Preparing for the Perfect
Storm”, concluded that, if the United
States intends to lead, it needed to
ensure that it had “a strong and secure
workforce that includes sufficiently
large numbers of engineers who innovate
and create”.
The report echoes the theme of the
strategic importance of STEM and that
the “S” and “M” are well supported, but
that the “T” and E” seem to have got lost
in the middle.
(PTC-MIT Consortium 2006)
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IS THE E REALLY IMPORTANT?


A USA report “Preparing for the Perfect Storm”,
concluded that, if the United States intends to lead,
it needed to ensure that it had “a strong and
secure workforce that includes sufficiently
large numbers of engineers who innovate and
create”. (PTC-MIT , 2006).
ACED 2010 “Good engineering – the creative
design and instantiation of robust solutions to
complex problems under physical,
environmental, economic, organisational and
cultural constraints – invariably integrates
mathematics science and technology”.
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IT'S NOT BROKEN – DON’T TRY TO FIX IT!
Hypothesis: The current education system
imparts students with a thirst for knowledge in
the E-STEM areas and provides highly motivated
student for universities to develop into highly
competent E-STEM professionals.
Well perhaps not – are there consequences?
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http://www.google.com.au/images
THE CYCLE OF DEFICIENCY
Inadequately prepared
graduates fail to turn
children onto science due to
their own poor experiences
with science.
A lack of interest of
students to take
science post
compulsory years
Inadequate
school classroom
experience with
science.
7
A LACK OF EXPERTISE AND CDP
Discipline
Grades 5-8
Grades 9-12
Mathematics
58%
30%
Physical Science
93%
63%
Life Sciences
-
45%
Chemistry
-
61%
Physics
-
67%
USA - Students taught by
teachers with no Major or
Certification (National Academes
2007).
Only 18% of Australian
primary teachers believe that
they have the expertise to
teach primary science.
(Stanley, 2009)
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CONTRIBUTING TO THE CYCLE OF
DEFICIENCY




Universities drop entry requirements to
maintain a reasonable cohort of students
qualified to entry to study STEM.
For example the entry requirement for
tertiary courses such as engineering is only
Mathematics B.
Academics decry the need to provide
elementary science and math course within
their professional degrees.
Science Faculties blame Education Faculties
for not including “their” discipline but not
recognising their own lack of collaboration.
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THE CYCLE OF REINFORCEMENT
The professions
provide integrated
support at all levels
An exciting
and motivating
STEM
experience at
school
Highly qualified
teachers, well
supported with
material and CPD.
Students
continue to
study STEM
into teaching
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THE CYCLE OF REINFORCEMENT
Curriculum
Design
Genuine
Consultation
Industry
Business
Professions
Teachers
The
engineer’s
flow chart
perspective
Renewed
teacher
education at
universities
Reinvigoration
for existing
teachers via
PD
Resources and
Support
Delivery in
context
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A well informed
student body
ENGINEERS AND SCIENTISTS ARE
TRYING
Science and Technology Education Leverage Relevance (STELR)
Science Education Assessment Resources (SEAR)
Scientists, Mathematicians in Schools (SiS), (MiS)
The Re-Engineering Australia (REA) Foundation
The Science and Engineering Challenge (SEC)
EngQuest
The Engineering
Engagement Project, UK
“aims to widen participation in
STEM by supporting teaching
and learning”, by providing CPD
for teachers, curriculum
resources and support, guidance
and access grants for afterschool science and engineering
clubs.
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http://www.clipartof.com/details/clipart/209887.html
TEACHERS AND OTHER RESEARCHERS
ARE INNOVATIVE
Multimedia Magic
Dengue Fever
Extreme Challenge
E-Hotseat
I-STEM
Game-O-Rama
Digital Marine Challenge
Math Puzzles
LEGO Robotics
Scratch Programming
13
UNIVERSITIES PLAYING A PROACTIVE
ROLE





At the University of Colorado at Boulder, learning assistants
(LA) are recruited from the traditional undergraduate
mathematics and science areas to work with academic staff
member from those areas.
Traditionally taught large classes of 200+ are broken into
learning teams of 6 to 20 students led by a LA.
The LAs provide formative feedback to the lecturer and take a
weekly course in science education theory and practice led by an
education academic staff and a K12 teacher.
The impact on undergraduates transferring into teaching has
been significant. In 2004 -2005, prior to the introduction of LAs,
only 1 mathematics/science student enrolled in a teacher
certification course. In 2005-2006 when LAs were introduced, 14
of LAs entered teacher education.
From 2003 to 2009 out of 331 LAs that were hired, 41 of those
enrolled in teacher certification programs. Over 8000
undergraduate students have been involved in the learning
teams.
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WHY STUDENTS LIKE STEM
$ = lifestyle
Factor
Very important
Important
Good employment prospects
48.7
45.9
Good at STEM subjects
34.6
52.4
Wanted a STEM career
31.3
50.0
Influenced by teachers
23.8
49.0
Influenced by school science
15.8
39.1
Employer supported study
10.1
20.2
Influenced by careers advice
8.0
28.4
I love STEM
It’s a
buzz
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(NCVER, 2008)
FEMALES: THE LOST “E” COHORT
WHY?





Science teachers play a leading role
and often are poor role models.
Males are stereotyped as being
better at science and mathematics.
School careers advice is only
influential in a negative sense.
STEM
Parents need to be supportive of
their daughters' abilities.
Perception and belief becomes
reality.
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FEMALE PARTICIPATION IN TERTIARY “E”
% Female
Enrolments
Commencing
Graduating
Academics
2000
14.9
15.5
15.1
10.6
2001
15.5
15.5
17.3
12.1
2002
15.6
15.1
17.8
12.9
2003
15.4
14.9
18.0
13.0
2004
15.0
14.4
17.6
13.3
2005
14.7
14.1
17.2
13.4
2006
14.5
14.5
14.0
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THE TRENDS ARE ENCOURAGING
Academics
30
R² = 0.839
25
R² = 0.812
% Female
20
15
10
R² = 0.932
5
1999
2004
2009
2014
2019
2024
2029
Year
If we work hard, change
workplace attitudes, teaching
approaches and are lucky, we may
hit 25% in 20 years!
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THE SOLUTION
The new National
Curriculum will
solve everything
Or maybe the
monster will be
set lose on
teachers, students,
universities and
the nation.
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TEACHERS
It’s your
fault Bob
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TEACHERS: THE KEY INGREDIENT


A USA Commission stated that: “teachers need to
be trained to be sensitive to gender differences
when teaching all subjects, especially in math
and science. Teacher training would include
ways to engage students in the face of genderbased peer pressure and parental
expectations”. (AAUW 2010).
A 2008 NCVER report study found that; “clearly
shows the importance of science and
mathematics teachers motivating students to
enjoy STEM and do well in STEM subjects if we
want them to work in STEM occupations and
develop a long term career in these areas.”
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HOW TO SUPPORT TEACHERS WITH THE E
Supporting teachers to put the E into school:



The rate of development in STM supporting the E well
transcends the ability for curriculum to maintain the same
pace and retain relevance.
Partnerships between engineering, science and education
faculties, schools systems and industry are needed to
develop engineering resources to support and link math,
science and technology in the school curriculum.
The partnerships provide consistent, current, well
structured and relevant high quality education resources
linked to Science and Mathematics in the new Australian
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National Curriculum.
A FRAMEWORK TO INSERT THE E



Students attitudes towards science and
mathematics are formed in primary schools so it is
imperative that initiatives start in the primary
years of schooling (Turner & Ireson, 2009).
Science, Mathematics and Technology Curriculum
could be delivered in an engineering context for
primary and middle schools students.
Year 4 provides the most opportunity for embedding
engineering concepts as a nexus for to apply
mathematics and science to real-world problems
that are solved through innovative engineering.
This would greatly deepen students’ understanding
of the underpinning science and mathematics
principles.
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MAPPING “E” TO THE NSC, QEL AND NMC
Year 4 Science and Mathematics concepts and processes from the draft National Curriculum for Science and Mathematics together with Technology concepts and
processes taken from the Queensland Technology Essential Learning that could be used to teach using an Engineering Context.
Draft National Science Curriculum
Physics
Forces and motion
Forces can cause things to
change speed or
direction through direct
contact or by acting at
a distance
Chemistry/earth Science
Science as Human Endeavour
Properties and uses of materials
Materials are selected for particular
uses based on their various
properties, such as flexibility,
strength and biodegradability
Science in the community
People in the local community use
science in a range of ways (eg in the
workplace, in informing sustainable
practices)
Questioning and predicting
Pose questions and recognise those suitable for investigations in familiar contexts and predict what might
happen based on prior knowledge
Investigation methods
Collaboratively plan and conduct investigations including testing, making models, using surveys and
information research to find answers to questions
Fair testing
Recognise whether a test or comparison is fair or not
Using equipment
Safely use appropriate materials, tools, and equipment such as rulers, thermometers and scales to make
observations and measurements
Observing and measuring
Collect and record data using ICT where appropriate, including measurements using formal units formal
units
Analysing results
Use a range of methods including tables and graphs to group, classify, record and represent data and to
identify simple patterns and trends, using ICT where appropriate
Developing explanations
Compare results with predictions, suggesting possible reasons for students' findings
Communicating
Represent and communicate ideas and explanations using methods such as diagrams, physical
representations and simple reports
Reflecting on methods
Reflect on the process of data collection to describe what went well and what could be improved
Queensland Essential
Learnings
Technology
Technology K & U
The characteristics of resources are matched
with tools and techniques to make products to
meet design challenges.
Draft National Mathematics Curriculum
Measurement and
Geometry
(topics only)
Geometry
Metric units
Area and volume
Angle
Time
Visualising
Location
Number and Algebra
(Topics only)
Factors and Multiples
Numeration
Place value
Fractions
Counting-fractions
Multiplication and Division
Calculation
Number patterns
Technology ways of working
Design
• identify and analyse the purpose and context
for design ideas
• generate design ideas that match
requirements
• communicate the details of their designs
using 2D or 3D visual representations
• select resources, techniques and tools to make
products
• plan production procedures by identifying
and sequencing steps
Understanding
Students build robust knowledge of adaptable and transferable
mathematics concepts, make connections between related
concepts and develop the confidence to use the familiar to
develop new ideas, and the ‘why’ as well as the ’how’ of
mathematics.
Construct
• make products to match design ideas by
manipulating and processing resources
• identify and apply safe practices
Problem solving
Students develop the ability to make choices, interpret,
formulate, model and investigate problem situations, and
communicate solutions effectively
Appraise
• evaluate products and processes to identify
strengths, limitations, effectiveness and
improvements
• reflect on and identify the impacts of
products and processes on people and their
communities
Reasoning
Students develop increasingly sophisticated capacity for logical
thought and actions, such as analysing, proving, evaluating,
explaining, inferring, justifying, and generalising
Fluency
Students develop skills in choosing appropriate procedures,
carrying out procedures flexibly, accurately and efficiently and
appropriately, and recalling factual knowledge and concepts
readily
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E AS THE GLUE IN THE STEM
A MODEL for putting the “E” back into STEM for the Primary and Middle School
Science as a Human
Endeavour
Engineering Problem
MATHEMATICS CONTENT
SCIENCE CONTENT
SCIENCE INQUIRY SKILLS
•Questioning & predicting
•Investigation methods
•Using equipment
•Managing risk
•Observing & measuring
•Analysing results
•Developing explanations
•Communicating
•Reflecting on methods
•Evaluating evidence
Technology
Design process
Design
Construct
Appraise
Engineering Product
MATHEMATICS PROFICIENCY
•Understanding
•Fluency
•Problem solving
•reasoning
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THE “E” IS BEST EMBEDDED IN YEAR 4
Year 4 Curriculum example using the National Science Curriculum
SCIENCE as a HUMAN
ENDEAVOUR
People in the local community
use science in a range of ways
SCIENCE CONCEPTS
Materials are selected for particular
uses based on their various
properties, such as flexibility,
strength and biodegradability
Engineering Problem
Technology
Design process
MATHEMATICS CONCEPTS
Eg. Geometry, Metric units, Area
and volume, Angle, Place value,
Calculation, Visualising,
Numeration, Fractions,
Multiplication and Division
Design
,
Construct
SCIENCE INQUIRY SKILLS









Questioning & predicting
Investigation methods
Fair testing
Using equipment
Observing & measuring
Analysing results
Developing explanations
Communicating
Reflecting on methods
Appraise
MATHEMATICS PROFICIENCY




Understanding
Fluency
Problem solving
Reasoning
Engineering Product
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DEVELOPING
THE
PS CONCEPTS
IN THE
NC
A well constructed curriculum should address major concepts every year to allow students the opportunity to consolidate understanding. For example
sound and light are inappropriately placed in year 1 & 3.
Force & Motion
Energy
Ways in which objects of
different shapes and
sizes move
Pushes and pulls as
forces that make things
move, stop or change
shape
x
Sounds
Characteristics of sounds,
the ways they can be
made and how they can
be used
X
CONCEPTS
Force & Motion
Forces and motion
Pushes and pulls
Movement
6
X
X
Forces can cause things to
change speed or direction
through direct contact or
by acting at a distance
x
Light
Characteristics of light
including sources, the
way it travels, forms
shadows and is reflected
7
X
5
4
3
2
1
K
CONCEPTS
Electricity
Electrical energy can be
transferred and
transformed
X
8
x
9
10
Mechanical systems
Forces and motion
The motion of objects or parts of a
mechanical system, including simple
machines, can be explained by the
action of forces and energy
transformation
Forces, motion and
conservation of energy,
their interactions and how
they can be described
qualitatively and
quantitatively
Forces
X
Forces produced as a result of
gravity, magnetism and electric
charge and the similarities and
differences between these forces
and their effects
Energy
Sustainable energy
transformations
Transferring- transforming
energy
Sustainable sources of
energy, including water,
solar and wind, and how
they can be transformed
into useful forms of energy
Useful energy transfers and
transformations, such as those
involving heat, light, sound, moving
objects, electricity and gravity, and
how energy is wasted
Renewable energy sources
The differences between renewable
and non renewable
sources of energy
X
Sound and light
Matter and energy
The properties of sound and light
determine how they are used and
explain their observed
characteristics
Large and small scale
physical systems rely on
dynamic interactions
between matter and energy
Electrical energy
Methods of generating and
transferring electrical energy
27
THE “E” OPPORTUNITY
There is an opportunity now for stakeholders such
as universities, curriculum authorities, education
departments, schools systems and professional
associations to work together to fund a project to
develop curriculum resources and associated
professional development for primary and secondary
teachers.
The obstacles are numerous and will be difficult to
overcome but it is imperative for the future of the
nation that the attempt be made.
With the imminent roll out of the ANC, the time is
right for a new approach to embed STEM such to
reinvigorate interest amongst teachers and their
students, by putting the “E” in the middle of STM.
28
THE SOLUTION EQUATION
Curriculum
designers
Teachers
Government
Universities
Parents and students
S
U
C
The professions
Authentic learning - with an E
C
E
S
S
!!!
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