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Beyond the subject silos in STEMThe case for looking sideways in the secondary school
curriculum
Frank Banks Emeritus Professor Open University
& David Barlex Director Nuffield Design & Technology
Presentation Overview
• S.T.E.M or STEM• Significance of teachers • The interviews• In the silo• Looking sideways• Significance revisited
STEMIn School
STEM
Outside School
S.T.E.M or STEM?
Fullan and Stiegelbauer
“Educational change depends on what teachers do and think – it’s as simple and complex as that.”
Support for design decisions through being empirical
Using scientific knowledge to support technical choices
Torben Steeg
Celia Hoyles
Designing devices with embedded mathematics
Respect task authenticity
Peter Campbell
Encouraging connections
Encouraging investigations
In the silo – S.T.E.M
Ella Yonai - Israel Marcus Berlatzjy - Argentina
Use the aspiration to be an astronaut to enhance science teaching
Three different conceptions of technology are harming the T in S.T.E.M
Looking sideways - STEM
Ronit Perez - Israel Vitor Soares Mann - Brazil
Integrate the subjects to reduce the gap between learning at school and ‘real’ life
Look sideways by combining formal and informal approaches
STEM as knowledge creation
• Investigate state of intellectual capital
• Manage the process of knowledge creation
• Validate the created knowledge
• Disseminate the created knowledge
• Understand the nature of your own and other subjects through conversation
• Teach in the light of STEM• Evaluate the
effectiveness of your new teaching
• Spread the word through conversation, networking and publication David Hargreaves 1998
S T E M
Black in Dillon & Maguire
Teachers are the sole and essential means to educational improvement. If they do not share the aims, and do not want to do what needs to be done, it cannot happen effectively.
