Year
2024Credit points
10Campus offering
Prerequisites
NilUnit rationale, description and aim
At a time of rapid ongoing change as well as pressing concerns about global issues such as sustainability, climate change, and the need for innovative solutions, it is increasingly important for young people to develop knowledge and skills in Science, Technology, Engineering and Mathematics (STEM).
This unit is designed to establish a knowledge base for teachers in the areas of curriculum, pedagogy and assessment in teaching Science, Technology, Engineering and Mathematics (STEM) using an integrated approach. The unit will introduce graduates to contemporary theory, concepts and skills of Integrated STEM teaching and learning. Theoretical concepts, pedagogical principles and curriculum structures within the integrated STEM classroom are considered in the evaluation, design and implementation of learning experiences that are responsive to the needs of diverse learners. Therefore, the aim of this unit is to equip graduates with the advanced knowledge, integrated understanding and expert skills in relation to teaching integrated STEM.
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 | Identify concepts, substance and structure of the content and teaching strategies of teaching in an Integrated STEM classroom, and an in-depth understanding of how students learn in an Integrated STEM classroom (APST 1.2, 2.1) | GC1, GC2, GC7, GC8, GC10, GC11 |
| LO2 | Critically analyse, synthesise, develop, and implement a range of learning and teaching activities and sequences from relevant national, state and territory syllabus documents, which involve a variety of pedagogical approaches and resources (including project-based and inquiry learning) appropriate to stage and curriculum content in the Integrated STEM classroom (APST 1.2, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4) | GC1, GC2, GC7, GC8, GC10, GC11 |
| LO3 | Design, evaluate and implement a variety of teaching strategies which cater for individual differences in student learning (e.g. cognitive, physical, social, cultural) and integrate general capabilities and cross curriculum priorities when teaching in an Integrated STEM classroom (APST 3.3) | GC2, GC7, GC8, GC9, GC10, GC11 |
| LO4 | Analyse the relationships between learning task design, student learning and expertise, higher order thinking, assessment, feedback and reporting in an Integrated STEM classroom, and apply to the development and modification of own teaching practice (APST 2.3, 5.1) | GC2, GC7, GC8, GC9, GC10 |
Australian Professional Standards For Teachers - Proficient
On successful completion of this unit, students should be able to demonstrate proficient knowledge, understanding and expertise in relation to the following standards:
1.2 Structure teaching programs using research and collegial advice about how students learn. |
2.1 Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities. |
2.2 Organise content into coherent, well-sequenced learning and teaching programs. |
2.3 Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements. |
2.6 Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful. |
3.1 Set explicit, challenging and achievable learning goals for all students. |
3.2 Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning. |
3.3 Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking. |
3.4 Select and/or create and use a range of resources including ICT, to engage students in their learning. |
5.1 Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning. |
Content
Topics will include:
- factors in the educational context (international, national, state, territory and local levels) including curriculum policies and perspectives that shape the identity of teaching in an Integrated STEM classroom
- an introduction to the concepts, substance and structure of curriculum content of an Integrated STEM classroom
- contemporary understandings of the unique ways in which students learn in an Integrated STEM classroom
- specific professional practices and key pedagogical approaches related to teaching and learning in Integrated STEM classroom contexts, and their theoretical underpinnings
- strategies to develop skills for innovation and creativity
- general capabilities and cross curriculum priorities including the integration of literacy and numeracy and local, state, territory and national perspectives when teaching in an Integrated STEM classroom
- planning, implementing and evaluating sequences of learning activities when teaching in an Integrated STEM classroom relative to specific school context and identified factors impacting teaching and learning
- the relationship between reflexive learning and effective concept formation to build higher order thinking when teaching in Integrated STEM Education
- catering for a diverse range of learners when teaching in an Integrated STEM classroom
- discipline specific teaching strategies and issues related to Indigenous students when teaching in an Integrated STEM classroom
- effective use of a range of resources for teaching, including ICTs and technologies to engage learners, specific to teaching in an Integrated STEM classroom
- classroom management when teaching in an Integrated STEM classroom and the impact of curriculum rigour, engagement, participation and inclusion on learner behaviour
- pedagogical strategies to promote problem solving, critical thinking, project-based and inquiry learning when teaching in Integrated STEM Education
- a range of approaches and strategies for assessment, feedback, and reporting when teaching in Integrated STEM Education
- strategies to develop students’ literacy and numeracy skills in the context of in Integrated STEM Education
- ways to assess student learning, provide effective feedback, make consistent and comparable judgments, interpret student data and report on student achievement in Integrated STEM Education.
Learning and teaching strategy and rationale
This unit is offered in multi-mode and will be supported by a Canvas site. Engagement for learning is the key driver in the delivery of this curriculum, therefore an active learning approach is utilised to support students in their exploration and demonstration of achievement of the unit’s identified learning outcomes.
A variety of techniques will be used, dependent upon the mode of enrolment. Regardless of face to face or online enrolment, a range of synchronous and asynchronous learning strategies will be used. These will include lectures, tutorials, workshops, student presentations, co-operative group work, experiential learning and authentic problem solving.
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 across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video, workshops, and assignments etc.
Assessment strategy and rationale
The assessment tasks are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.
A variety of assessment procedures will be used to ascertain the extent to which students achieve stated outcomes. The total of assessment tasks will amount to the equivalent of 5,000 words. In order to pass this unit, teachers are required to submit or participate in all assessment tasks.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1 Research Folio and Critical Reflection Create a folio of academic articles that describe aspects of the integrated STEM classroom, within which:
Critically evaluate (in a separate report) the ways in which the above addresses identified syllabus content, promotes student higher order thinking, describes pedagogies employed; caters for the needs of diverse learners, and addresses the cross curricular priorities and General Capabilities of the Australian Curriculum including the integration of literacy and numeracy. | 50% | LO1, LO4 |
Assessment Task 2 Teaching Unit Review Review an existing unit of work during which students will engage with an Integrated STEM project. This unit and project must demonstrate your knowledge and understanding of:
| 50% | LO1, LO2, LO3 |
Representative texts and references
General Integrated STEM Education
Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). Understanding STEM: Current Perceptions. Technology and Engineering Teacher, 70(6), 5-9.
Johnson, C. C. (2013). Conceptualizing integrated STEM education. School Science and Mathematics, 113(8), 367-368.
Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research (J-PEER), 2(1), 4.
Introduction to Stem Education
Brown, J. (2012). The current status of STEM education research. Journal of STEM Education: Innovations and Research, 13(5), 7-11.
Bryan, L. A., Moore, T. J., Johnson, C. C., & Roehrig, G. H. (2015). Integrated STEM Education. In C. C. Johnson, E. E. Peters-Burton & T. J. Moore (Eds.), STEM Road Map: A Framework for Integrated STEM Education (pp. 23-37). Abingdon, UK: Taylor & Francis.
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington, VA: National Science Teachers Association.
Corlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers for the age of innovation. Egitim ve Bilim, 39(171).
Meyrick, K. M. (2012). How STEM education improves student learning. Meridian K-12 School Computer Technologies Journal, 14(1). Retrieved from https://projects.ncsu.edu/meridian/ summer2011/Meyrick /print.html
Sanders, M. E. (2012, August). Integrative STEM education as “best practice”. Paper presented at the 7th biennial International Technology Education Research Conference, Queensland, Australia. Retrieved from https://vtechworks.lib.vt.edu/bitstream/handle/10919/51563/SandersiSTEMEdBestPractice.pdf; sequence=1
Tseng, K. H., Chang, C. C., Lou, S. J., & Chen, W. P. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PBL) environment. International Journal of Technology and Design Education, 23(1), 87-102.
Williams, J. (2011). STEM education: Proceed with caution. Design and Technology Education: An International Journal, 16(1), 26-35.