The proposal introduce integrated STEM education into ITE

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PROMOTING AN INTEGRATED APPROACH TO
STEM EDUCATION WITHIN INITIAL TEACHER
EDUCATION
INTEGRATED STEM EDUCATION?
WHAT DOES THIS TERM MEAN?
Integrative STEM education refers to technological/engineering design-based
learning approaches that intentionally integrate the concepts and practices of science
and/or mathematics education with the concepts and practices of technology and
engineering education.
Integrative STEM education may be enhanced through further integration with
other school subjects, such as languages, social studies, art, etc.
(Sanders & Wells, 2006).
INTEGRATED STEM EDUCATION
A philosophical underpinning of programs that integrate the STEM domains is the
learning of concepts in one domain, such as science or technology, that will facilitate
the learning of concepts in other domains, such as mathematics or engineering.
(Dixon and Brown, 2012)
WHAT ARE THE CHALLENGES?
• Silo approach to teaching
• Timetabling
• Staff
• Pedagogy
TRADITIONAL SILO METHOD OF TEACHING
SCIENCE
TECHNOLOGY
ENGINEERING
MATHS
WHICH APPROACH MIGHT BE SUITABLE?
A TYPICAL SECONDARY SCHOOL TIMETABLE
STAFF SENSITIVITIES
I am a Maths teacher- period!
PEDAGOGICAL APPROACHES
MULTIDISCIPLINARY
EMBEDDED APPROACH
INTERDISCIPLINARY
PEDAGOGICAL APPROACHES
•
The Multidisciplinary Integration approach is about linking content
from discrete subjects
•
The Interdisciplinary Integration approach is more about enabling students
to problem solve using both the content and skills from a variety of subject fields
PEDAGOGICAL APPROACHES
INTERACTION APPROACH: This approach relates more to fostering
inter curricular links between subjects, as opposed to integration.
STIMULA PROJECT
The Hyrdro-Electric Turbine project was an example of where opportunities for
STEM teaching were obvious. However all the challenges mentioned to date were
in evidence:
ST MARY’S UNIVERSITY COLLEGE, BELFAST.
St Mary’s continues to pursue the further development of the
integrative STEM education model and also seeks out opportunities to
participate in associated research activity with other institutions both at
a local and at an international level.
(Strategy 21, p28 2012)
ST MARY’S UNVERSITY COLLEGE, BELFAST
WHAT DID WE DO?
STEM WORKING GROUP
The first action we took as a College was to create a STEM working group. This
consists of colleagues from the following disciplines:
•
•
•
•
•
Science
Technology
Mathematics
Information Communication Technology
Art and Design
All of the above disciplines relate to teaching in post-primary schools i.e. pupils aged
11-18 years of age.
STEM Working Group
STEM WORKING GROUP
One of the first proposals for the SWG to consider was the formation of
a:
STEM EDUCATION RESEARCH CENTRE.
STEM EDUCATION RESEARCH CENTRE
Proposed Mission
•
Our mission is to effectively promote integration in the areas of Science, Technology,
Engineering and Mathematics (STEM) within an educational context to improve
children’s and young people’s confidence and competence in STEM.
•
This mission is based on the belief that there is a need to empower school leavers to
become both dynamic and innovative contributors to society through the study and
application of STEM.
•
Integrated STEM education is broadly defined as the collaborative teaching and
learning of science, technology, engineering and mathematics. This entails sharing
ideas and resources that have the potential to contribute towards enhancing
children’s and young people’s educational experiences and achievements.
This work in on-going and it will take time to formulate a working model for STEM
pedagogy which can then be piloted in the College.
ST MARY’S UNIVERSITY COLLEGE, BELFAST.
The primary school scenario (5-11 year old pupils) is somewhat different:
•
Single teacher
•
No separate subject departments
•
A more ‘flexible’ timetable
•
A holistic curriculum consisting of the following areas:
Literacy and Numeracy, Mathematics and Numeracy, PDMU, The Arts,
The World Around Us, Physical and Religious Education.
STEM is thought to be particularly relevant to the areas of Mathematics
and Numeracy and The World Around Us.
ST MARY’S UNIVERSITY COLLEGE, BELFAST
St Mary’s has decided to pursue the following project with 90 local
primary schools and upwards of 2000 pupils in Northern Ireland. This
project is being developed in partnership with SENTINUS which is a
not for profit educational charity.
The project is now in its 3rd year and has attracted £80,000 funding
from the Department of Education for Northern Ireland for 2013-14.
The STEM Smart Gear Project.
ST MARY’S UNIVERSITY COLLEGE, BELFAST
The Smart Gear project will be jointly managed by St
Mary’s and SENTINUS.
St Mary’s University College will produce all the
STEM related teaching materials which include the
following:
‘STEM’ SMART GEAR PROJECT
500 desk mounted head sensitive fans
‘STEM’ SMART GEAR PROJECT
500 LIGHT SENSITIVE MODEL CARS
‘STEM’ SMART GEAR PROJECT
300 MIRCO-ROBOTS AND ‘ASSAULT COURSES’
NORTHERN IRELAND MINISTER OF EDUCATION SHARING ‘SMART
GEAR’ OUTCOMES WITH PUPILS
‘STEM’ SMART GEAR PROJECT
•
All the hardware resources ( fans, cars, micro-bots etc.) will be
prepared by the Design and Technology undergraduates of St Mary’s
University College
•
All the teaching/pedagogical resources will be prepared by the
academic staff from the Science, Technology and Design, Maths and
ICT departments of St Mary’s University College
•
The STEM Smart Gear project will be delivered by first year
undergraduate students from 3 ITE providers in Northern Ireland.
These are St Mary’s University College, Stranmillis University College
and University of Ulster
‘STEM’ SMART GEAR PROJECT
•
The undergraduates will be working with the various teachers in the 90 primary
schools to deliver the project..
•
The undergraduates will be from various subject disciplines (Technology, Maths,
Science and others).
•
One of the objectives is to enable these undergraduates to have experience of
teaching within an integrated STEM model.
‘STEM’ SMART GEAR PROJECT
St .Mary’s University College hopes to carry out research with the aim
of investigating the impact of this model of integrated STEM teaching
within the 90 primary schools
St Mary’s University College will continue with further development of
the integrated STEM education model.
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