EUB010 Real World Integrated STEM Education
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB010 |
|---|---|
| Equivalent(s): | CRB042 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $3,324 |
| International unit fee | $4,224 |
Unit Outline: Flexible Period - 10A 2024, Kelvin Grove, Internal (Start Date: 09 Sep 2024)
| Unit code: | EUB010 |
|---|---|
| Credit points: | 12 |
| Equivalent: | CRB042 |
| Coordinator: | James Davis | jp.davis@qut.edu.au |
Overview
This unit equips you to understand how Integrated STEM contributes to the investigation and solution of real-world problems, where this field aligns with the Early Years Learning Framework and the Australian Curriculum, and how learners learn through contextualised Integrated STEM projects. The unit promotes skills for developing innovative pedagogies and strategies for integrating curriculum to create real-world STEM education in classrooms. The unit enables you to build on teaching areas related to science, technology, engineering and/or mathematics, appropriate to the context in which you will teach. The Integrated STEM approach enables prior discipline, curriculum and pedagogical knowledge to be framed in authentic learning contexts that simulate real-world practice.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate comprehensive knowledge of authentic Integrated STEM practices and how these may be applied in pedagogically appropriate strategies to teach key aspects of the Early Years Learning Framework and the Australian Curriculum, including STEM learning areas, general capabilities and cross-curriculum priorities.
- Lead and create innovative future-focused learning that embraces entrepreneurial education by building learner confidence in risk management, critical thinking, entrepreneurial creativity, personal and social capability, values and ethical understanding, and digital technologies in the contexts of Integrated STEM.
- Collaborate and connect with professional networks to support authenticity in teaching Integrated STEM.
- Re-frame failure as an important process of learning in problem identification, problem definition and problem solving contexts of Integrated STEM that draw upon aspects of entrepreneurial thinking.
- Communicate effectively and professionally with peers and professional networks.
Content
This unit will focus on curriculum, pedagogical knowledge and skills that provide a foundation for teaching Integrated STEM in a range of educational contexts. It will include topics such as:
- How the different ways of thinking in STEM are integrated through hands-on, authentic inquiry and problem solving practices;
- How to identify and define problems from real-world contexts that could be investigated or solved using Integrated STEM as a collection of tools;
- How learners learn discipline knowledge and develop general capabilities by engaging with Integrated STEM as a topic, and as a learning experience;
- How enterprise and entrepreneurial skills, behaviors and attributes may be taught when embedded with STEM; and
- Collaborating with professional networks to improve the authenticity of learning through Integrated STEM.
Learning Approaches
In this unit you will engaging in the following:
- Workshops and blended learning experiences;
- Compiling a portfolio of projects;
- Collaboration and development of professional networks in areas that connect STEM, entrepreneurship and education; and
- Reflection on personal learning experiences in this unit and how they may inform your future implementation of an Integrated STEM Project in a prior to school or school context.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in weekly workshops that will involve opportunities for student led discussions, peer and tutor feedback. During project development and implementation you will have opportunities to gain feedback from your tutor and from professional networks that you will develop in STEM, entrepreneurship and education related fields. You will also receive written feedback on your summative assessment items.
Assessment
Overview
The unit comprises of two assessment items.
Assessment item 1 is an individual portfolio of Integrated STEM Projects that evidence learning and provide an authentic resource for future teaching.
Assessment item 2 is a group presentation to pitch an Integrated STEM Project as a way of teaching in an early childhood, primary or secondary school context.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Portfolio
You will develop a portfolio of projects, based on your workshop experiences that will draw together your knowledge of Integrated STEM, The Early Years Learning Framework or the Australian Curriculum and related pedagogical strategies. These will provide an authentic resource that may be used in your future teaching practice.
This is an assignment for the purposes of an extension.
Assessment: Reflective Journal
You will write an individual reflective journal to demonstrate your learning throughout this unit relating to the possible implementation of your projects in your future teaching, your learning experiences in the development of your projects, and the delivery of feedback to your peers
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, G. (2016). EntreComp: The entrepreneurship competence framework. Luxembourg: Publication Office of the European Union; EUR 27939 EN; https://doi.org/10.2791/593884
Bencze, L., & Alsop, S. (Eds.). (2014). Activist science and technology education. Springer.
Davis, J.P. (2023). How to become an entrepreneurial teacher: Being innovative, leading change. Routledge.
Davis, J.P. (2022). Creating Values: The Entrepreneurial-Science Education Nexus. Research in Science Education. https://doi.org/10.1007/s11165-021-10040-8
Davis, J.P. (2021). Dramatic and Undramatic Emotional Energy: Creating emotive learning experiences in science classrooms. In P. White, K. van Cuylenburg, & J. Raphael (Eds), Education in Science and Drama - Critical and creative approaches. The Netherlands: Springer.
Davis, J.P. (2019). Preservice teacher learning experiences of entrepreneurial thinking in a STEM investigation. Entrepreneurship Education, 2, 1-17. https://doi.org/10.1007/s41959-019-00009-0
Davis, J.P. & Bellocchi, A. (2020) Gamification of SSI’s as a science pedagogy: Toward a critical rationality in teaching science. In M. Evagorou, J.A. Nielsen & J. Dillon (Eds.) Science teacher education for responsible citizenship: Towards a pedagogy for relevance through socio-scientific issues (pp. 101-116). The Netherlands, Springer. https://doi.org/10.1007/978-3-030-40229-7
Elo, J., & Kurtén, B. (2019). Exploring points of contact between enterprise education and open-ended investigations in science education. Education Inquiry. https://doi.org/10.1080/20004508.2019.1633903
Quality Assurance Agency (QAA) (2018). Enterprise and entrepreneurship education: guidance for UK higher education providers. Retrieved August 30, 2020, from http://www.qaa.ac.uk/docs/qaas/enhancement-and-development/enterprise-and-entrpreneurship-education-2018.pdf?sfvrsn=15f1f981_8
Ritchie, S. M. (2019). STEM education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.237
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Unit Outline: Flexible Period - 10A 2024, Online (Start Date: 09 Sep 2024)
| Unit code: | EUB010 |
|---|---|
| Credit points: | 12 |
| Equivalent: | CRB042 |
Overview
This unit equips you to understand how Integrated STEM contributes to the investigation and solution of real-world problems, where this field aligns with the Early Years Learning Framework and the Australian Curriculum, and how learners learn through contextualised Integrated STEM projects. The unit promotes skills for developing innovative pedagogies and strategies for integrating curriculum to create real-world STEM education in classrooms. The unit enables you to build on teaching areas related to science, technology, engineering and/or mathematics, appropriate to the context in which you will teach. The Integrated STEM approach enables prior discipline, curriculum and pedagogical knowledge to be framed in authentic learning contexts that simulate real-world practice.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate comprehensive knowledge of authentic Integrated STEM practices and how these may be applied in pedagogically appropriate strategies to teach key aspects of the Early Years Learning Framework and the Australian Curriculum, including STEM learning areas, general capabilities and cross-curriculum priorities.
- Lead and create innovative future-focused learning that embraces entrepreneurial education by building learner confidence in risk management, critical thinking, entrepreneurial creativity, personal and social capability, values and ethical understanding, and digital technologies in the contexts of Integrated STEM.
- Collaborate and connect with professional networks to support authenticity in teaching Integrated STEM.
- Re-frame failure as an important process of learning in problem identification, problem definition and problem solving contexts of Integrated STEM that draw upon aspects of entrepreneurial thinking.
- Communicate effectively and professionally with peers and professional networks.
Content
This unit will focus on curriculum, pedagogical knowledge and skills that provide a foundation for teaching Integrated STEM in a range of educational contexts. It will include topics such as:
- How the different ways of thinking in STEM are integrated through hands-on, authentic inquiry and problem solving practices;
- How to identify and define problems from real-world contexts that could be investigated or solved using Integrated STEM as a collection of tools;
- How learners learn discipline knowledge and develop general capabilities by engaging with Integrated STEM as a topic, and as a learning experience;
- How enterprise and entrepreneurial skills, behaviors and attributes may be taught when embedded with STEM; and
- Collaborating with professional networks to improve the authenticity of learning through Integrated STEM.
Learning Approaches
In this unit you will engaging in the following:
- Workshops and blended learning experiences;
- Compiling a portfolio of projects;
- Collaboration and development of professional networks in areas that connect STEM, entrepreneurship and education; and
- Reflection on personal learning experiences in this unit and how they may inform your future implementation of an Integrated STEM Project in a prior to school or school context.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in weekly workshops that will involve opportunities for student led discussions, peer and tutor feedback. During project development and implementation you will have opportunities to gain feedback from your tutor and from professional networks that you will develop in STEM, entrepreneurship and education related fields. You will also receive written feedback on your summative assessment items.
Assessment
Overview
The unit comprises of two assessment items.
Assessment item 1 is an individual portfolio of Integrated STEM Projects that evidence learning and provide an authentic resource for future teaching.
Assessment item 2 is a group presentation to pitch an Integrated STEM Project as a way of teaching in an early childhood, primary or secondary school context.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Portfolio
You will develop a portfolio of projects, based on your workshop experiences that will draw together your knowledge of Integrated STEM, The Early Years Learning Framework or the Australian Curriculum and related pedagogical strategies. These will provide an authentic resource that may be used in your future teaching practice.
This is an assignment for the purposes of an extension.
Assessment: Reflective Journal
You will write an individual reflective journal to demonstrate your learning throughout this unit relating to the possible implementation of your projects in your future teaching, your learning experiences in the development of your projects, and the delivery of feedback to your peers
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, G. (2016). EntreComp: The entrepreneurship competence framework. Luxembourg: Publication Office of the European Union; EUR 27939 EN; https://doi.org/10.2791/593884
Bencze, L., & Alsop, S. (Eds.). (2014). Activist science and technology education. Springer.
Davis, J.P. (2023). How to become an entrepreneurial teacher: Being innovative, leading change. Routledge.
Davis, J.P. (2022). Creating Values: The Entrepreneurial-Science Education Nexus. Research in Science Education. https://doi.org/10.1007/s11165-021-10040-8
Davis, J.P. (2021). Dramatic and Undramatic Emotional Energy: Creating emotive learning experiences in science classrooms. In P. White, K. van Cuylenburg, & J. Raphael (Eds), Education in Science and Drama - Critical and creative approaches. The Netherlands: Springer.
Davis, J.P. (2019). Preservice teacher learning experiences of entrepreneurial thinking in a STEM investigation. Entrepreneurship Education, 2, 1-17. https://doi.org/10.1007/s41959-019-00009-0
Davis, J.P. & Bellocchi, A. (2020) Gamification of SSI’s as a science pedagogy: Toward a critical rationality in teaching science. In M. Evagorou, J.A. Nielsen & J. Dillon (Eds.) Science teacher education for responsible citizenship: Towards a pedagogy for relevance through socio-scientific issues (pp. 101-116). The Netherlands, Springer. https://doi.org/10.1007/978-3-030-40229-7
Elo, J., & Kurtén, B. (2019). Exploring points of contact between enterprise education and open-ended investigations in science education. Education Inquiry. https://doi.org/10.1080/20004508.2019.1633903
Quality Assurance Agency (QAA) (2018). Enterprise and entrepreneurship education: guidance for UK higher education providers. Retrieved August 30, 2020, from http://www.qaa.ac.uk/docs/qaas/enhancement-and-development/enterprise-and-entrpreneurship-education-2018.pdf?sfvrsn=15f1f981_8
Ritchie, S. M. (2019). STEM education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.237
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.