This presentation explores how teachers with a commitment to teaching integrated STEM (i-STEM) perceive and implement such programmes. Integrated STEM education emerged from the idea that emphasising connections between the disciplinary components of STEM, along with making links to society and real world problems, can enhance student motivation and interest in STEM subjects. However, while there are many claims about the value of i-STEM, little is known about how teachers think about, and implement, i-STEM approaches within their schools and classrooms. In this study, 12 teachers from Victorian secondary schools with an explicit commitment to teaching i-STEM were interviewed about their views about i-STEM, along with the issues and challenges that they encountered when designing and implementing i-STEM approaches. Preliminary findings indicate that most teachers are implementing these approaches with little support and were concerned about doing i-STEM ‘the right way’. At the same time, they considered i-STEM as more engaging than traditional science and mathematics classes, and when students worked in groups to respond to real-world problems, those tasks fostered key thinking skills such as creativity and problem solving. However, participants rarely considered the curriculum outside of their own STEM discipline when planning or developing assessment tasks.
|Number of pages||1|
|Publication status||Published - 2021|
|Event||Australasian Science Education Research Association Annual Conference 2021 - University of South Australia and Online, Adelaide , Australia|
Duration: 30 Jun 2021 → 2 Jul 2021
|Conference||Australasian Science Education Research Association Annual Conference 2021|
|Abbreviated title||ASERA 2021|
|Period||30/06/21 → 2/07/21|