Abstract
To respond to the diverse needs of disadvantaged communities, and to overcome these barriers, we propose a framework for STEM education that focuses on the practices that underpin STEM. By teaching STEM practices, content knowledge naturally follows, not just in STEM discipline areas, but all curriculum areas including English, languages, and social sciences.
In the Framework for Action, we outline what a STEM practice is (a method, value, and idea), the theoretical framing of STEM practices (practice architecture), an example of a STEM practice (spatial reasoning) incorporating the requirements of the Australian Curriculum, and recommendations for policy. In particular, we suggest that a national framework for STEM education is developed that includes STEM as a new general capability in the National Curriculum.
In the Framework for Action, we outline what a STEM practice is (a method, value, and idea), the theoretical framing of STEM practices (practice architecture), an example of a STEM practice (spatial reasoning) incorporating the requirements of the Australian Curriculum, and recommendations for policy. In particular, we suggest that a national framework for STEM education is developed that includes STEM as a new general capability in the National Curriculum.
| Original language | English |
|---|---|
| Place of Publication | Australia |
| Publisher | University of Canberra |
| Number of pages | 47 |
| Publication status | Published - 2017 |