PUTTING THE “E INTO STEM

Professor Frank BullenDr Carole Haeusler

University of Southern Queensland 

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THE UPDATE

Wednesday Australian: University Dreams start in primary school (Coates, AUSSE).

When: 40% in Primary and 23% in Lower SecondaryWhy: 79% to study area of interest and 50% to improve job prospects

Friday Australian: State rejects PM’s curriculum as substandard.

NSW Board of Studies views K to 10 in first four subjects of English, maths, science and history as substandard.

Garret – “the reform is too important to be allowed to slide because of some minor concerns about one aspect”

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HOW DID QUEENSLAND LOSE THE “E”

Consider the 2007 discussion paper “Towards a 10 year plan for science, technology, engineering and mathematics (STEM) education and skills in Queensland” (DETA 2007).

“We’re already making progress with initiatives like the $20 million Queensland Academy for Science, Mathematics and Technology”

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THE USA LOST THE “T” AND THE “E”

The report “Preparing for the Perfect Storm”, concluded that, if the United States intends to lead, it needed to ensure that it had “a strong and secure workforce that includes sufficiently large numbers of engineers who innovate and create”.

The report echoes the theme of the strategic importance of STEM and that the “S” and “M” are well supported, but that the “T” and E” seem to have got lost in the middle.(PTC-MIT Consortium 2006)

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IS THE E REALLY IMPORTANT?

A USA report “Preparing for the Perfect Storm”, concluded that, if the United States intends to lead, it needed to ensure that it had “a strong and secure workforce that includes sufficiently large numbers of engineers who innovate and create”. (PTC-MIT , 2006).

ACED 2010 “Good engineering – the creative design and instantiation of robust solutions to complex problems under physical, environmental, economic, organisational and cultural constraints – invariably integrates mathematics science and technology”.

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IT'S NOT BROKEN – DON’T TRY TO FIX IT!

Hypothesis: The current education system imparts students with a thirst for knowledge in the E-STEM areas and provides highly motivated student for universities to develop into highly competent E-STEM professionals.

http://www.google.com.au/images

Well perhaps not – are there consequences?

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THE CYCLE OF DEFICIENCY

Inadequate school classroom experience with science.

A lack of interest of students to take science post compulsory years

Inadequately prepared graduates fail to turn children onto science due to their own poor experiences with science.

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A LACK OF EXPERTISE AND CDP

Discipline Grades 5-8 Grades 9-12

Mathematics 58% 30%

Physical Science 93% 63%

Life Sciences - 45%

Chemistry - 61%

Physics - 67%

USA - Students taught by teachers with no Major or Certification (National Academes 2007). Only 18% of Australian

primary teachers believe that they have the expertise to teach primary science. (Stanley, 2009)

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CONTRIBUTING TO THE CYCLE OF DEFICIENCY

Universities drop entry requirements to maintain a reasonable cohort of students qualified to entry to study STEM.

For example the entry requirement for tertiary courses such as engineering is only Mathematics B.

Academics decry the need to provide elementary science and math course within their professional degrees.

Science Faculties blame Education Faculties for not including “their” discipline but not recognising their own lack of collaboration.

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THE CYCLE OF REINFORCEMENTHighly qualified teachers, well supported with material and CPD.

Students continue to study STEM into teaching

An exciting and motivating STEM experience at school

The professions provide integrated support at all levels

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THE CYCLE OF REINFORCEMENT

CurriculumDesign

Genuine Consultation

IndustryBusiness

Professions

Delivery in context

Teachers

Renewed teacher

education at universities

Resources and Support

Reinvigoration for existing teachers via

PD

A well informed student body

The engineer’s flow chart perspective

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ENGINEERS AND SCIENTISTS ARE TRYING

Science and Technology Education Leverage Relevance

(STELR)

Science Education Assessment Resources (SEAR)

Scientists, Mathematicians in Schools (SiS), (MiS)

The Re-Engineering Australia (REA) Foundation

The Science and Engineering Challenge (SEC)

EngQuest

http://www.clipartof.com/details/clipart/209887.html

The Engineering Engagement Project, UK “aims to widen participation in STEM by supporting teaching and learning”, by providing CPD for teachers, curriculum resources and support, guidance and access grants for after-school science and engineering clubs.

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TEACHERS AND OTHER RESEARCHERS ARE INNOVATIVE

E-Hotseat

Scratch Programming

Extreme Challenge

Digital Marine Challenge

LEGO Robotics

I-STEM

Game-O-Rama

Dengue Fever

Multimedia Magic

Math Puzzles

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UNIVERSITIES PLAYING A PROACTIVE ROLE

At the University of Colorado at Boulder, learning assistants (LA) are recruited from the traditional undergraduate mathematics and science areas to work with academic staff member from those areas.

Traditionally taught large classes of 200+ are broken into learning teams of 6 to 20 students led by a LA.

The LAs provide formative feedback to the lecturer and take a weekly course in science education theory and practice led by an education academic staff and a K12 teacher.

The impact on undergraduates transferring into teaching has been significant. In 2004 -2005, prior to the introduction of LAs, only 1 mathematics/science student enrolled in a teacher certification course. In 2005-2006 when LAs were introduced, 14 of LAs entered teacher education.

From 2003 to 2009 out of 331 LAs that were hired, 41 of those enrolled in teacher certification programs. Over 8000 undergraduate students have been involved in the learning teams.

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WHY STUDENTS LIKE STEM

Factor Very important ImportantGood employment prospects 48.7 45.9

Good at STEM subjects 34.6 52.4

Wanted a STEM career 31.3 50.0

Influenced by teachers 23.8 49.0

Influenced by school science 15.8 39.1

Employer supported study 10.1 20.2

Influenced by careers advice 8.0 28.4

(NCVER, 2008)

I love STEM

It’s a buzz

$ = lifestyle

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FEMALES: THE LOST “E” COHORT

WHY?

Science teachers play a leading role and often are poor role models.

Males are stereotyped as being better at science and mathematics.

School careers advice is only influential in a negative sense.

Parents need to be supportive of their daughters' abilities.

Perception and belief becomes reality.

STEM

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FEMALE PARTICIPATION IN TERTIARY “E”

% Female 2000 2001 2002 2003 2004 2005 2006 Enrolments 14.9 15.5 15.6 15.4 15.0 14.7 14.5 Commencing 15.5 15.5 15.1 14.9 14.4 14.1 14.5 Graduating 15.1 17.3 17.8 18.0 17.6 17.2 - Academics 10.6 12.1 12.9 13.0 13.3 13.4 14.0

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THE TRENDS ARE ENCOURAGING

1999 2004 2009 2014 2019 2024 20295

10

15

20

25

30

R² = 0.931689779142249

R² = 0.838983050847448

R² = 0.811742376889825

Academics

Year

% Female

If we work hard, change workplace attitudes, teaching approaches and are lucky, we may hit 25% in 20 years!

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THE SOLUTION

xThe new National Curriculum will solve everything

Or maybe the monster will be set lose on teachers, students, universities and the nation.

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TEACHERS

It’s your fault Bob

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TEACHERS: THE KEY INGREDIENT

A USA Commission stated that: “teachers need to be trained to be sensitive to gender differences when teaching all subjects, especially in math and science. Teacher training would include ways to engage students in the face of gender-based peer pressure and parental expectations”. (AAUW 2010).

A 2008 NCVER report study found that; “clearly shows the importance of science and mathematics teachers motivating students to enjoy STEM and do well in STEM subjects if we want them to work in STEM occupations and develop a long term career in these areas.”

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HOW TO SUPPORT TEACHERS WITH THE E

Supporting teachers to put the E into school:

The rate of development in STM supporting the E well transcends the ability for curriculum to maintain the same pace and retain relevance.

Partnerships between engineering, science and education faculties, schools systems and industry are needed to develop engineering resources to support and link math, science and technology in the school curriculum.

The partnerships provide consistent, current, well structured and relevant high quality education resources linked to Science and Mathematics in the new Australian National Curriculum.

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A FRAMEWORK TO INSERT THE E

Students attitudes towards science and mathematics are formed in primary schools so it is imperative that initiatives start in the primary years of schooling (Turner & Ireson, 2009).

Science, Mathematics and Technology Curriculum could be delivered in an engineering context for primary and middle schools students.

Year 4 provides the most opportunity for embedding engineering concepts as a nexus for to apply mathematics and science to real-world problems that are solved through innovative engineering. This would greatly deepen students’ understanding of the underpinning science and mathematics principles.

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MAPPING “E” TO THE NSC, QEL AND NMC

Year 4 Science and Mathematics concepts and processes from the draft National Curriculum for Science and Mathematics together with Technology concepts and processes taken from the Queensland Technology Essential Learning that could be used to teach using an Engineering Context.

Draft National Science Curriculum Queensland Essential

Learnings Draft National Mathematics Curriculum

Physics Chemistry/earth Science Science as Human Endeavour Technology

Measurement and

Geometry Number and Algebra

Forces and motion Forces can cause things to change speed or direction through direct contact or by acting at a distance

Properties and uses of materials Materials are selected for particular uses based on their various properties, such as flexibility, strength and biodegradability

Science in the community People in the local community use science in a range of ways (eg in the workplace, in informing sustainable practices)

Technology K & U The characteristics of resources are matched

with tools and techniques to make products to meet design challenges.

(topics only) Geometry Metric units Area and volume Angle Time Visualising Location

(Topics only) Factors and Multiples Numeration Place value Fractions Counting-fractions Multiplication and Division Calculation Number patterns

Questioning and predicting Pose questions and recognise those suitable for investigations in familiar contexts and predict what might happen based on prior knowledge Investigation methods Collaboratively plan and conduct investigations including testing, making models, using surveys and information research to find answers to questions Fair testing Recognise whether a test or comparison is fair or not Using equipment Safely use appropriate materials, tools, and equipment such as rulers, thermometers and scales to make observations and measurements Observing and measuring Collect and record data using ICT where appropriate, including measurements using formal units formal units Analysing results Use a range of methods including tables and graphs to group, classify, record and represent data and to identify simple patterns and trends, using ICT where appropriate Developing explanations Compare results with predictions, suggesting possible reasons for students' findings Communicating Represent and communicate ideas and explanations using methods such as diagrams, physical representations and simple reports Reflecting on methods Reflect on the process of data collection to describe what went well and what could be improved

Technology ways of working Design • identify and analyse the purpose and context for design ideas • generate design ideas that match requirements • communicate the details of their designs using 2D or 3D visual representations • select resources, techniques and tools to make products • plan production procedures by identifying and sequencing steps Construct • make products to match design ideas by manipulating and processing resources • identify and apply safe practices Appraise • evaluate products and processes to identify strengths, limitations, effectiveness and improvements • reflect on and identify the impacts of products and processes on people and their communities

Understanding Students build robust knowledge of adaptable and transferable mathematics concepts, make connections between related concepts and develop the confidence to use the familiar to develop new ideas, and the ‘why’ as well as the ’how’ of mathematics. Fluency Students develop skills in choosing appropriate procedures, carrying out procedures flexibly, accurately and efficiently and appropriately, and recalling factual knowledge and concepts readily Problem solving Students develop the ability to make choices, interpret, formulate, model and investigate problem situations, and communicate solutions effectively Reasoning Students develop increasingly sophisticated capacity for logical thought and actions, such as analysing, proving, evaluating, explaining, inferring, justifying, and generalising

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E AS THE GLUE IN THE STEM

SCIENCE CONTENT MATHEMATICS CONTENT

Science as a Human Endeavour

Engineering Problem

Engineering Product

TechnologyDesign process

DesignConstruct Appraise

SCIENCE INQUIRY SKILLS•Questioning & predicting•Investigation methods•Using equipment•Managing risk•Observing & measuring•Analysing results•Developing explanations•Communicating•Reflecting on methods•Evaluating evidence

MATHEMATICS PROFICIENCY•Understanding•Fluency•Problem solving•reasoning

A MODEL for putting the “E” back into STEM for the Primary and Middle School

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THE “E” IS BEST EMBEDDED IN YEAR 4

Year 4 Curriculum example using the National Science Curriculum

MATHEMATICS CONCEPTS Eg. Geometry, Metric units, Area and volume, Angle, Place value,

Calculation, Visualising, Numeration, Fractions,

Multiplication and Division ,

SCIENCE as a HUMAN ENDEAVOUR

People in the local community use science in a range of ways

Engineering Product

Technology Design process

Design

Construct

Appraise

MATHEMATICS PROFICIENCY Understanding Fluency Problem solving Reasoning

SCIENCE INQUIRY SKILLS Questioning & predicting Investigation methods Fair testing Using equipment Observing & measuring Analysing results Developing explanations Communicating Reflecting on methods

Engineering Problem

SCIENCE CONCEPTS Materials are selected for particular

uses based on their various properties, such as flexibility, strength and biodegradability

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DEVELOPING THE PS CONCEPTS IN THE NC

A well constructed curriculum should address major concepts every year to allow students the opportunity to consolidate understanding. For example sound and light are inappropriately placed in year 1 & 3.

CONCEPTS K 1 2 3 4 5

Force & Motion

Movement Ways in which objects of different shapes and sizes move

x Pushes and pulls Pushes and pulls as forces that make things move, stop or change shape

x Forces and motion Forces can cause things to change speed or direction through direct contact or by acting at a distance

x

Energy X Sounds Characteristics of sounds, the ways they can be made and how they can be used

X Light Characteristics of light including sources, the way it travels, forms shadows and is reflected

X Electricity Electrical energy can be transferred and transformed

CONCEPTS 6 7 8 9 10

Force & Motion X X

Mechanical systems The motion of objects or parts of a mechanical system, including simple machines, can be explained by the action of forces and energy transformation Forces Forces produced as a result of gravity, magnetism and electric charge and the similarities and differences between these forces and their effects

X

Forces and motion Forces, motion and conservation of energy, their interactions and how they can be described qualitatively and quantitatively

Energy

Sustainable energy transformations Sustainable sources of energy, including water, solar and wind, and how they can be transformed into useful forms of energy

Transferring- transforming energy Useful energy transfers and transformations, such as those involving heat, light, sound, moving objects, electricity and gravity, and how energy is wasted Renewable energy sources The differences between renewable and non renewable sources of energy

X

Sound and light The properties of sound and light determine how they are used and explain their observed characteristics Electrical energy Methods of generating and transferring electrical energy

Matter and energy Large and small scale physical systems rely on dynamic interactions between matter and energy

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THE “E” OPPORTUNITY

There is an opportunity now for stakeholders such as universities, curriculum authorities, education departments, schools systems and professional associations to work together to fund a project to develop curriculum resources and associated professional development for primary and secondary teachers.

The obstacles are numerous and will be difficult to overcome but it is imperative for the future of the nation that the attempt be made.

With the imminent roll out of the ANC, the time is right for a new approach to embed STEM such to reinvigorate interest amongst teachers and their students, by putting the “E” in the middle of STM.

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THE SOLUTION EQUATION

Curriculum designers Teacher

sThe professions

Government

Universities

Parents and students

Authentic learning - with an E

S U CC SE S !!!

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