STEM Pedagogy G (11965.1)

STEM (Science, Technology, Engineering & Mathematics) learning is an active process during which children construct their own ways of knowing and develop understanding through both individual thinking and social interactions. STEM teaching needs to reflect this. Through the presentation of pedagogical frameworks, this subject will inform students of ways of designing STEM learning opportunities aligned with concept development, including the use of digital technologies. The frameworks connect socio-cultural and cognitive learning theories to practice, incorporating digital and non-digital experiences in authentic ways. Students will examine literature and resources and apply their knowledge of the frameworks to classroom examples. This subject offers students both a conceptual framework and a design lens for STEM education that meets the needs of learners.

Learning outcomes

After successful completion of this unit, students will be able to:
1. Demonstrate an advanced understanding of how theoretical underpinnings influence pedagogical frameworks;
2. Select and apply appropriate pedagogical frameworks that promote STEM thinking for all children; and
3. Analyse lesson design with the intent to promote STEM engagement.

Graduate attributes

1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
3. UC graduates are lifelong learners - evaluate and adopt new technology
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development

Prerequisites

None.

Corequisites

Student must be enrolled in one of the following courses to enrol in this unit:
EDC101 Graduate Certificate in STEM Education
EDC102 Graduate Certificate in Educational Leadership
EDC103 Graduate Certificate in Education
EDM102 Master of Education

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.