Designing and Implementing Student-Centred STEM Practices: The 'Water in the 21st Century' Teaching Module

Autor/inn/en	Blom, Simone; Pentland, Peter; Woolcott, Geoff
Titel	Designing and Implementing Student-Centred STEM Practices: The 'Water in the 21st Century' Teaching Module
Quelle	In: Teaching Science, 67 (2021) 1, S.22-30 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-6313
Schlagwörter	Curriculum Design; Curriculum Implementation; Secondary School Science; Secondary School Students; Secondary School Teachers; STEM Education; Learning Modules; Water; Conservation (Environment); Student Centered Learning; Problem Based Learning; Active Learning; Inquiry; Relevance (Education); Attitude Change; Foreign Countries; National Curriculum; Australia + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Sekundarschüler; STEM; Learning module; Lernmodul; Wasser; Conservation; Environment; Konservierung; Bewahung; Umwelt; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Problem-based learning; Problemorientiertes Lernen; Aktives Lernen; Relevance; Relevanz; Attitudinal change; Einstellungsänderung; Ausland; Australien
Abstract	The implementation of student-centred learning programs can improve student outcomes in science, technology, engineering and mathematics (STEM) domains. The required approaches to teaching and learning in such programs, however, are only slowly being adopted in the Asia-Pacific region. This article focuses on a STEM module, 'Water in the 21st Century', set within the Science and Technology Education Leveraging Relevance (STELR) program and developed recently as part of the Inspiring Science and Mathematics Education (iSME) project. The 'Water in the 21st Century' module positions inquiry and problem-solving at the forefront of student-centred learning, situating the teacher primarily as a learning facilitator. Within the module, students are provided with authentic and meaningful opportunities to engage in conceptual development in STEM through inquiry and problem-based learning. Module activities all target relevance, engaging students in critical issues related to understanding the role of water in the modern world. Analysis of focus group and teacher interviews during module trials demonstrates the strengths and limitations of implementing student-centred learning using these approaches. Findings suggest that a change from traditional approaches to inquiry or problem-based approaches, such as seen in this module, may require a shift in mindset and behaviour, but that this shift is achievable. (As Provided).
Anmerkungen	Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail: publications@asta.edu.au; Web site: http://www.asta.edu.au/resources/teachingscience
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01