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 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 Related Links Link Description Connect to Elements publication management system Go to link with your DU access privileges   Connect to published version Go to link with your DU access privileges     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 Thu, 16 Mar 2017, 12:42:35 EST Mon, 03 Apr 2017, 15:49:02 EST Tue, 04 Apr 2017, 05:01:23 EST Tue, 04 Apr 2017, 06:06:19 EST Thu, 22 Jun 2017, 10:16:19 EST Thu, 22 Jun 2017, 10:18:53 EST Mon, 17 Jul 2017, 12:08:50 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 15 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.