Related Papers
International Journal of Innovation in Science and Mathematics Education
Teachers in conversation with industry scientists: Implications for STEM education
2021 •
julie boston
Science, Technology, Engineering and Mathematics (STEM) is dominating industry as we become more technology-dependent and the workplace evolves. Consequently, engaging industry professionals in STEM education continues to be a priority in the Organisation for Economic Co-operation and Development (OECD) countries, as industry look to invest in students who will become future innovators. While industry partnerships with schools can help to drive authentic education in STEM, there needs to be a mutually respectful approach that capitalises on the expertise of each partner; that is, the deep discipline knowledge of industry and the pedagogical knowledge of educators. This research partnered industry scientists with early career science teachers to explore the implications of industry-school partnerships. Data were collected through interviews and focus groups with 15 participants. The qualitative data were inductively coded and triangulation occurred between different focus groups for ...
Gender Differences in Middle School Students' Interests in a Statistical Literacy Context
2000 •
Ian Hay
This paper reports gender differences in the types of interests that middle school students have towards statistical literacy. These differences are detected from the responses of a sample of 366 middle school students to items in a statistical literacy interest inventory. In particular, dominance statistics are calculated in order to detect evidence for gender differences in student responses. Results indicated
Australian Journal of Teacher Education
Marketing an Alternate Model for Science and Mathematics Initial Teacher Education
Sharon Fraser
Girls' future - our future: the Invergowrie Foundation STEM report
2017 •
Victoria Millar, Russell Tytler
The retention of girls and women in science, technology, engineering and mathematics (STEM) is important for both equity and economic reasons. Focusing on girls, from birth until the age they leave school, this report provides an up-to-date look at the reasons why many girls do not pursue STEM subjects in school and STEM careers. Next, the report outlines the most promising ways to address this critical problem. The report is based on a comprehensive review of the international literature, combined with interviews with stakeholders, and followed by two rounds of consultations among representatives from education, governments, and industries.
Advances in Biochemical Engineering/Biotechnology
Challenges and Opportunities for a STEM Interdisciplinary Agenda
2019 •
Gaye Williams
International Journal of Innovation in Science and Mathematics Education
Educative Curricula and PCK Development Driven by STEM Professional Learning in Rural and Remote Schools: A longitudinal Type IV Case Study
2017 •
Geoff Lummis
Science performance overall in Australia is flat-lining. Science teachers hold the key to addressing this issue. One way to improve the effectiveness of science teachers is to improve their Pedagogical Content Knowledge (PCK) through professional learning experiences. However, doing so in the middle-school years in rural and remote settings through traditional face-to-face professional learning activities poses many challenges. Educative curricula designed to improve teachers’ science PCK as well as learning outcomes for students provide an alternative to traditional face-to-face professional learning for teachers in isolated locations. The Middle Years Astronomy Project is an example of one educative curriculum currently in use in the middle years of some rural and remote schools. The research reported here employed a Type IV multiple-case, embedded mixed-methods design collecting data from four remote sites in Western Australia and four rural sites in Victoria. The results of this...
Science & Education
Trends, Issues and Possibilities for an Interdisciplinary STEM Curriculum
2020 •
Victoria Millar
International Journal of Innovation in Science and Mathematics Education
Exploring the 'hard facts' around STEM in Australia: females, low socioeconomic status and absenteeism
2018 •
Kathryn Paige
International research suggests that approximately 75% of the fastest growing occupations require skills in STEM (Becker & Park, 2011). This is problematic when recent Australian data highlights the underrepresentation of individuals in STEM-related subjects and professions who are Indigenous, female, or from low socioeconomic status (SES) backgrounds (Office of the Chief Scientist, 2016). Substantive research exists for each of these sub-populations and the factors impacting participation and achievement in schooling generally. This study focuses on a single cohort of female secondary students from Year 10 through to Year 12 attending a school in a low SES location. Two key variables were targeted: participation; and, rates of absenteeism with comparisons across those enrolled in STEM and non-STEM subjects. Data were provided by the school, which comprised both an all-female and co-educational campus on the one site. As such, many of the confounding variables (e.g., leadership, tea...
The Option of Selecting Higher-level Mathematics Courses: Transitional Tensions
2009 •
Greg McPhan
Advances in STEM Education
Integrated STEM in Australian Public Schools: Opening Up Possibilities for Effective Teacher Professional Learning
2020 •
Dr Jane Hunter
