Making STEM curriculum useful, relevant, and motivating for students

Léonie Rennie; Grady Venville; John Wallace

doi:10.1007/978-981-10-5448-8_6

Making STEM curriculum useful, relevant, and motivating for students

Léonie Rennie, Grady Venville, John Wallace

Office of DVC Education

Research output: Chapter in Book/Conference paper › Chapter › peer-review

5 Citations (Scopus)

Abstract

More than ever, we live in a connected, global community. In this chapter we argue for a STEM school education that helps students to explore and experience the kind of connectedness that reflects life outside of school. While many would agree that STEM curricula should be embedded in real-world, authentic contexts, much of the current policy and practice favours disciplinary approaches to knowledge narrowly focused on what is readily measurable or amenable to achievement testing. In contrast, the issues that affect students' lives outside of school are not unidisciplinary, neither are the solutions to problems that beset our world today. Here, we explore the contribution of an integrated approach to STEM education with the goal of increasing students' opportunities to engage in contextual, multidisciplinary issue-based learning.

Original language	English
Title of host publication	STEM Education in the Junior Secondary
Subtitle of host publication	The State of Play
Editors	Robyn Jorgensen, Kevin Larkin
Publisher	Springer
Chapter	6
Pages	91-109
Number of pages	19
ISBN (Electronic)	9789811054488
ISBN (Print)	9789811054471
DOIs	https://doi.org/10.1007/978-981-10-5448-8_6
Publication status	Published - 9 Aug 2017

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10.1007/978-981-10-5448-8_6

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Making STEM curriculum useful, relevant, and motivating for students

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