European Journal of Mathematics and Science Education
Out-of-field teaching in science is a phenomenon in many secondary schools across the world. Whil... more Out-of-field teaching in science is a phenomenon in many secondary schools across the world. While the reasons for out-of-field teaching are complex, its incidence is heightened in low socio-economic communities and in regional and remote school locations. Research on out-of-field science teaching in secondary schools has tended to focus on teacher competence, particularly in relation to pedagogical content knowledge. However, while teachers’ beliefs and teaching practices within their specialist subject are shown to be related, it is unclear how teachers’ beliefs and practices alter when teaching across subject boundaries. Using a boundary-crossing lens, where teachers engage in passing back and forth between different contexts, this study explored the relationship between teachers’ beliefs about their in-field and out-of-field discipline (science) and the connections to their teaching practice. Interview data, including a video-stimulated interview of a lesson in a teacher’s speci...
With the recent endorsement of STEM education as part of the National Innovation and Science Agen... more With the recent endorsement of STEM education as part of the National Innovation and Science Agenda by the Australian Government, the challenge facing educators is how to meaningfully embed STEM-related knowledge, skills, and dispositions in all levels of schooling. Educators and researchers are becoming increasingly interested in investigating how to support students’ learning in STEM and what teaching approaches are most conducive for developing investigative, design, and reasoning skills. Such consideration of STEM in education acknowledges a proliferation of multiple understandings of STEM education and the emerging diversity of approaches to STEM teaching. Teachers need to be supported to develop their own approach within the contexts of their own school and learning needs. This chapter reports on teachers from primary schools in Victoria who were involved in a professional learning program specifically designed to build their confidence and capacity for teaching STEM through inquiry-based approaches. Frameworks relating to STEM curriculum development and teacher and school change provided structure and focus for the program. This chapter draws on data of changing teacher STEM pedagogy to generate insight into the diverse responses that schools can have to professional learning in STEM and entrepreneurial thinking. The findings of the study indicate the importance of research-informed frameworks that are flexible enough to be applied to schools at different stages of STEM implementation.
Page 1. spring 2009: volume 15, issue 1 newsletter of the myelodysplastic syndromes foundation Cl... more Page 1. spring 2009: volume 15, issue 1 newsletter of the myelodysplastic syndromes foundation Clonal progression vs. Clonal Initiation in MDS Solving the clinical challenges of MDS will require a better molecular understanding of two key stem cell transitions. ...
International Journal of Technology and Design Education
Developing a knowledge of design and construction technology and engineering is often overlooked ... more Developing a knowledge of design and construction technology and engineering is often overlooked in favour of ‘digital’ technology such as tablets and computers. By taking children outdoors into nature, removing tablets and computers as well as artificial and synthetic materials and replacing them with only what nature provides, children become attuned to developing STEM knowledge through play with natural materials. This knowledge often develops through teacher support and at times by default, as children experience the constantly changing landscape of the natural environment. The development of children’s understandings of ‘nature’s’ technology and engineering provides an opportunity for further investigation of nature-based early childhood education and care settings. Through research conducted at four Australian bush kindergartens, this paper presents data from photographs, interviews and observations undertaken of twelve teachers and over one hundred and twenty children. It res...
1.49pm AEST An increasing policy focus in Australia, and internationally, is on getting young peo... more 1.49pm AEST An increasing policy focus in Australia, and internationally, is on getting young people interested in and studying science, technology, engineering and maths (STEM) subjects. One approach being explored is to bring the school STEM curriculum closer to current research and practices-for instance, by engaging students in authentic inquiry and reasoning. There are increasing numbers, and a growing diversity, of partnership arrangements where scientists,
European Journal of Mathematics and Science Education
Out-of-field teaching in science is a phenomenon in many secondary schools across the world. Whil... more Out-of-field teaching in science is a phenomenon in many secondary schools across the world. While the reasons for out-of-field teaching are complex, its incidence is heightened in low socio-economic communities and in regional and remote school locations. Research on out-of-field science teaching in secondary schools has tended to focus on teacher competence, particularly in relation to pedagogical content knowledge. However, while teachers’ beliefs and teaching practices within their specialist subject are shown to be related, it is unclear how teachers’ beliefs and practices alter when teaching across subject boundaries. Using a boundary-crossing lens, where teachers engage in passing back and forth between different contexts, this study explored the relationship between teachers’ beliefs about their in-field and out-of-field discipline (science) and the connections to their teaching practice. Interview data, including a video-stimulated interview of a lesson in a teacher’s speci...
With the recent endorsement of STEM education as part of the National Innovation and Science Agen... more With the recent endorsement of STEM education as part of the National Innovation and Science Agenda by the Australian Government, the challenge facing educators is how to meaningfully embed STEM-related knowledge, skills, and dispositions in all levels of schooling. Educators and researchers are becoming increasingly interested in investigating how to support students’ learning in STEM and what teaching approaches are most conducive for developing investigative, design, and reasoning skills. Such consideration of STEM in education acknowledges a proliferation of multiple understandings of STEM education and the emerging diversity of approaches to STEM teaching. Teachers need to be supported to develop their own approach within the contexts of their own school and learning needs. This chapter reports on teachers from primary schools in Victoria who were involved in a professional learning program specifically designed to build their confidence and capacity for teaching STEM through inquiry-based approaches. Frameworks relating to STEM curriculum development and teacher and school change provided structure and focus for the program. This chapter draws on data of changing teacher STEM pedagogy to generate insight into the diverse responses that schools can have to professional learning in STEM and entrepreneurial thinking. The findings of the study indicate the importance of research-informed frameworks that are flexible enough to be applied to schools at different stages of STEM implementation.
Page 1. spring 2009: volume 15, issue 1 newsletter of the myelodysplastic syndromes foundation Cl... more Page 1. spring 2009: volume 15, issue 1 newsletter of the myelodysplastic syndromes foundation Clonal progression vs. Clonal Initiation in MDS Solving the clinical challenges of MDS will require a better molecular understanding of two key stem cell transitions. ...
International Journal of Technology and Design Education
Developing a knowledge of design and construction technology and engineering is often overlooked ... more Developing a knowledge of design and construction technology and engineering is often overlooked in favour of ‘digital’ technology such as tablets and computers. By taking children outdoors into nature, removing tablets and computers as well as artificial and synthetic materials and replacing them with only what nature provides, children become attuned to developing STEM knowledge through play with natural materials. This knowledge often develops through teacher support and at times by default, as children experience the constantly changing landscape of the natural environment. The development of children’s understandings of ‘nature’s’ technology and engineering provides an opportunity for further investigation of nature-based early childhood education and care settings. Through research conducted at four Australian bush kindergartens, this paper presents data from photographs, interviews and observations undertaken of twelve teachers and over one hundred and twenty children. It res...
1.49pm AEST An increasing policy focus in Australia, and internationally, is on getting young peo... more 1.49pm AEST An increasing policy focus in Australia, and internationally, is on getting young people interested in and studying science, technology, engineering and maths (STEM) subjects. One approach being explored is to bring the school STEM curriculum closer to current research and practices-for instance, by engaging students in authentic inquiry and reasoning. There are increasing numbers, and a growing diversity, of partnership arrangements where scientists,
A partnership model for university-school partnerships. Also applicable to other education-based ... more A partnership model for university-school partnerships. Also applicable to other education-based partnerships.
Out-of-field teaching is a part of the Australian school system, mostly through necessity but som... more Out-of-field teaching is a part of the Australian school system, mostly through necessity but sometimes by design. That’s what three Deakin University academics – Dr Linda Hobbs, Associate Professor Coral Campbell and Associate Professor Colleen Vale – have found while researching the issue of out-of-field teaching. They’ve looked closely at teachers’ experiences of being out-of-field and changes to their practice and identity over time. The academics recently shared their work at a visit to the Australian Council for Educational Research offices in Melbourne. In today’s School Improvement podcast, we’ll be sharing some highlights from their presentation. But to kick things off, we heard from Colleen Vale, who explained more about the Australian Research Council project they’ve been working on and the three lines of inquiry she’s been following.
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