Inquiry-based teaching and STEM education
Date
2023
Authors
Zeegers, Y.
O'Keeffe, L.
White, B.
Editors
Tierney, R.
Rizvi, F.
Ercikan, K.
Rizvi, F.
Ercikan, K.
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Book chapter
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Source details - Title: International Encyclopedia of Education: Fourth Edition, 2023 / Tierney, R., Rizvi, F., Ercikan, K. (ed./s), pp.96-102
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Abstract
Science, Technology, Engineering and Mathematics (STEM) education has been identified by the Australian Government as being of critical importance to the economic future and development of Australia (Department of Education, Skills and Employment, 2019). This in turn has led to a STEM policy focus that prioritizes STEM for future careers which, as Panizzon et al. (2018) forewarn, could promote a narrow interpretation of STEM. However, the Australian Government’s focus on careers related to STEM has led to an increased emphasis on STEM in primary and secondary schools. The implementation of STEM in schools has taken many forms and the extent of its success has varied.While there are many positive examples of STEM practices in schools, there are also elements such as inflexible timetable structures,particularly in Secondary Schools, that can be a barrier to its implementation. This article is based on our work with teachers and students across a range of STEM in Schools projects. For example, O’Keeffe et al. (2018, 2021), Panizzon et al. (2021), Scott et al. (2021)
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Copyright 2022 Elsevier