You are not logged in.
Openly accessible

STEM education: authentic projects which embrace an integrated approach

Campbell, Coral and Jobling, Wendy 2014, STEM education: authentic projects which embrace an integrated approach, Australasian journal of technology education, vol. 1, pp. 29-38, doi: 10.15663/ajte.v1i0.14.

Attached Files
Name Description MIMEType Size Downloads
campbell-stemeducation-2014.pdf Published version application/pdf 1.69MB 3

Title STEM education: authentic projects which embrace an integrated approach
Author(s) Campbell, Coral
Jobling, Wendy
Journal name Australasian journal of technology education
Volume number 1
Start page 29
End page 38
Total pages 10
Publisher University of Waikato
Place of publication Hamilton, New Zealand
Publication date 2014-10
ISSN 2382-2007
Keyword(s) STEM
integration
authentic learning
knowledge construction
Summary Science, Technology, Engineering and Mathematics (STEM) education integration is a world-wide response to the falling interest in science and engineering. The approach uses an authentic problem, usually based on a design technology or engineering need, which is solved by school students who apply their knowledge of science, technological design, engineering and mathematics. While there have been different attempts to develop programs that introduce students to a number of STEM concepts in their school curriculum, the practice of STEM integration is not widely used or appreciated.

The researchers present some examples of student projects where authentic learning and integration across the STEM areas is obvious. In Malaysia, the “Search for SEAMEO Young Scientist Congress (SSYS)” is held biennially at the Regional Education Centre for Science and Maths (RECSAM). Middle year students from twelve ASEAN countries present their scientific, technological and mathematical solutions to pressing local and community problems. The projects represent a STEM education approach with the construction of a device or model to illustrate the students’ solution. Examples of some of these projects are provided and the discussion highlights the STEM elements, drawing on research into the relationship between science, technology, engineering, mathematics and problem-based learning.
Language eng
DOI 10.15663/ajte.v1i0.14
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 930302 Syllabus and Curriculum Development
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2014, The Authors
Free to Read? Yes
Use Rights Creative Commons Attribution licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30092002

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Open Access Collection
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 20 Abstract Views, 4 File Downloads  -  Detailed Statistics
Created: Mon, 03 Apr 2017, 15:49:02 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.