363 research outputs found
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The potential of involving communities to enhance STEM education
No full textBy engaging students in everyday issues and events STEM education can contribute to the development of citizens who are equipped to make the world a better place. However, students’ STEM learning with this focus requires teachers to identify age and context appropriate issues. Student investigation of local issues and events can be motivating for students. Their learning can benefit from involvement with community members who input their knowledge and ideas. Students can contribute ideas and actions to the community, especially when there is a two-way exchange of information from the community to students and students to the community. In this paper we illustrate these ideas with examples from Australian and New Zealand classrooms
STEM Education in the New Zealand Setting: A Case-Study of STEM in a Year 7/8 Classroom
No full textThis article explains a case study undertaken for the purposes of answering the research questions: What does STEM education look like in a Year 7/8 New Zealand classroom? How do Year 7/8 students engage in the interdisciplinary approach of STEM education? Do/how do students value STEM learning in contrast to individual subject learning? This case study focused on a STEM unit of work with data collected through pre- and post-unit surveys, observations and student journals. Findings illustrate that students find STEM learning an engaging and interesting avenue for developing a deeper understanding when their learning is situated within a context they can connect with. The case study discussed in this article provides a rich example of STEM teaching and learning that will, hopefully, be informative for other teachers and researchers interested in exploring the integration of STEM education in the New Zealand setting
Girls’ engagement in engineering: Influences, independence and interest
No full textIncreasing diversity in engineering, which is a goal of the profession, education and government, starts with increasing the diversity of those choosing to study engineering. This paper focuses on girls’ engagement in engineering. Data is from a survey of girls attending a university open day, and interviews with practicing female engineers. The notion of possible selves is used to explain patterns in the responses. Both prospective and participant groups indicated that family, friends, teachers and messages in the environment informed and influenced their view of what engineering involved and who could be an engineer. Practicing female engineers identified the impact of school subject choices, ‘hands-on’ and practical home experiences, and the nature of the lecturer and peer support. The paper contributes to discussions of when and how to encourage girls into engineering, offering evidence that a comprehensive approach is needed that includes the community, schools, tertiary institutions and the profession
Impact of COVID-19 on refugee-background students during school shut down in Australia: A call for action
No full textThe majority of schools across Australia rapidly implemented online education during the first wave of COVID-19 restrictions. The school closure disproportionately affected the routines and socialisation of vulnerable students, including those with a refugee background. Refugee-background students have been impacted by COVID-19 as school closures interrupted face-to-face education, including English language and tutorial support and counselling services. School shutdown also impeded refugee-background students’ activities outside the home, which could render adverse effects on their physical, mental and social wellbeing. Holistic efforts are urgently needed in Australia to support refugee-background students in order to prevent further learning loss and promote health and wellbeing.
Keywords: COVID-19, refugee-background students, education loss, physical, mental and social wellbeing, Australi
