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Teachers in conversation with industry scientists: implications for STEM education

Morris, Julia, Slater, Eileen, Boston, Julie, Fitzgerald, Michael and Lummis, Geoff 2021, Teachers in conversation with industry scientists: implications for STEM education, International journal of innovation in science and mathematics education, vol. 29, no. 1, pp. 46-57, doi: 10.30722/IJISME.29.01.004.

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Title Teachers in conversation with industry scientists: implications for STEM education
Author(s) Morris, Julia
Slater, Eileen
Boston, Julie
Fitzgerald, MichaelORCID iD for Fitzgerald, Michael orcid.org/0000-0001-6554-1826
Lummis, Geoff
Journal name International journal of innovation in science and mathematics education
Volume number 29
Issue number 1
Start page 46
End page 57
Total pages 12
Publisher Institute for Innovation in Science and Mathematics Education
Place of publication Sydney, N.S.W.
Publication date 2021
ISSN 2200-4270
2200-4270
Summary 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 dependability. The advice from industry scientists to educators focused on making science practical and authentic, while educators sought to engage industry partnerships to support the development of content knowledge and to overcome resourcing issues. In addition, the conversations between scientists and science educators illuminated a number of barriers to partnering, including what type of STEM careers to introduce to students and the appropriate age groups to target to ensure successful partnerships.
Language eng
DOI 10.30722/IJISME.29.01.004
Indigenous content off
Field of Research 1302 Curriculum and Pedagogy
1303 Specialist Studies in Education
1399 Other Education
HERDC Research category C1 Refereed article in a scholarly journal
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30150318

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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.