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STEM education is central to student achievement of skills and knowledge for creatively approaching their changing communities and environment. The environmental and technical challenges of the positioning the delivery of STEM programs that are evidence based and pedagogically driven are imposing pressures on schools and educational systems internationally. Leaders in schools and environments that wish to promote the learning of skills, knowledge and processes that allow for learner collaboration and engagement across STEM subjects will require new pedagogical approaches. The new pedagogical approaches are required to meet the demands of society and of the technologies that are permeating our society. These pedagogies are required by existing teachers and new teachers as they implement the suite of STEM curriculum according to the Australian teaching standards. The development of a theoretical understanding of pedagogical approaches and the implications of such pedagogies will be critical to the ongoing sustainability of a STEM program within an educational context.

This course will enable participants to examine research that underpins contemporary and future pedagogies and practices in STEM. Participants will be required to reflect on personal practice and align this to their emerging theoretical knowledge of professional practices required to implement STEM within their environment. They will build knowledge of 21 Century skills, knowledge and practices and explore effective pedagogical approaches using critical theory and activity theory as the lens for examination of theoretical perspectives on STEM pedagogy. Participants will be required to apply their research skills to design, implement and evaluate pedagogies that will contribute to their effective professional practice in the delivery of STEM in their environment.

On successful completion of this course students should be able to:

1. evaluate research underpinning quality in relation to teacher pedagogies and practices in STEM education;
2. use reflective techniques to frame ethically sound theoretical knowledge, identify effective pedagogical approaches to STEM education that will inform professional practice in STEM education;
3. identify, synthesise and theorise the role of STEM education in enhancing 21C learning skills and the practices that meaningfully engage interpersonal skills to support their skill development;
4. apply technical, practical, and advanced problem solving techniques and research skills to design, implement and evaluate developments that contribute to effective and sustainable professional practices in STEM education through written and oral communication.