STEM and STEAM Education in Australian K–12 Schooling

Pressick-Kilborn, K; Silk, M; Martin, J

STEM and STEAM Education in Australian K–12 Schooling

Pressick-Kilborn, K

Silk, M Martin, J

Permalink

Publisher:: Oxford University Press
Publication Type:: Journal Article
Citation:: Oxford Research Encyclopedia of Education, 2021
Issue Date:: 2021-06-28

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Accepted versionAdobe PDF (656.56 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Pressick-Kilborn, K https://orcid.org/0000-0003-1662-7038
dc.contributor.author	Silk, M
dc.contributor.author	Martin, J
dc.date.accessioned	2021-06-30T05:23:28Z
dc.date.available	2021-06-30T05:23:28Z
dc.date.issued	2021-06-28
dc.identifier.citation	Oxford Research Encyclopedia of Education, 2021
dc.identifier.uri	http://hdl.handle.net/10453/149789
dc.description.abstract	STEM (science, technology, engineering, mathematics) education has become a global agenda, with schooling systems around the world in developed and developing countries seeking to incorporate STEM programs into their in-school and out-of-school curricula. While disciplinary integration has been common practice in primary (elementary) schooling for many decades, in the early 21st century the STEM education movement has promoted an increased focus on project- and problem-based learning across disciplines in secondary schools as well. Research suggests, however, that STEM education programs can face barriers in their implementation, often depending on whether they are designed to align with existing curriculum outcomes or whether they are developed as cocurricular programs. Challenges are also presented by the need for professional learning to equip teachers with new skills and knowledge in designing and delivering STEM education. In addition, some researchers and educators have argued for STEAM—integration of the arts in STEM education. For those concerned with school reform, a great strength of STEM and STEAM education approaches lies in the potential for transdisciplinarity. As such, new opportunities and possibilities for framing driving questions and addressing contemporary societal challenges are created. Two particular issues identified as critical are (a) the potential contribution of STEM education to creating a sustainable future, and (b) the importance of STEM education for social justice, in ensuring all children and young people have equitable access to learning opportunities.
dc.language	en
dc.publisher	Oxford University Press
dc.relation.ispartof	Oxford Research Encyclopedia of Education
dc.relation.isbasedon	10.1093/acrefore/9780190264093.013.1684
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	This is a draft of (STEM and STEAM Education in Australian K-12 Schooling )that has been accepted for publication by Oxford University Press in the forthcoming book [Oxford Research Encyclopedia of Education https://oxfordre.com/education Published online: 28 June 2021
dc.title	STEM and STEAM Education in Australian K–12 Schooling
dc.type	Journal Article
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2021-06-30T05:23:26Z
pubs.publication-status	Published online

Abstract:

STEM (science, technology, engineering, mathematics) education has become a global agenda, with schooling systems around the world in developed and developing countries seeking to incorporate STEM programs into their in-school and out-of-school curricula. While disciplinary integration has been common practice in primary (elementary) schooling for many decades, in the early 21st century the STEM education movement has promoted an increased focus on project- and problem-based learning across disciplines in secondary schools as well. Research suggests, however, that STEM education programs can face barriers in their implementation, often depending on whether they are designed to align with existing curriculum outcomes or whether they are developed as cocurricular programs. Challenges are also presented by the need for professional learning to equip teachers with new skills and knowledge in designing and delivering STEM education. In addition, some researchers and educators have argued for STEAM—integration of the arts in STEM education. For those concerned with school reform, a great strength of STEM and STEAM education approaches lies in the potential for transdisciplinarity. As such, new opportunities and possibilities for framing driving questions and addressing contemporary societal challenges are created. Two particular issues identified as critical are (a) the potential contribution of STEM education to creating a sustainable future, and (b) the importance of STEM education for social justice, in ensuring all children and young people have equitable access to learning opportunities.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/149789