EUN638 Applied STEM in 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: | EUN638 |
|---|---|
| Equivalent(s): | CRZ638, EUZ638 |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $277 |
| Domestic tuition unit fee | $1,488 |
| International unit fee | $2,010 |
Unit Outline: Flexible Period - 11A 2024, Kelvin Grove, Internal (Start Date: 30 Sep 2024)
| Unit code: | EUN638 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ638, CRZ638 |
| Coordinator: | Vinesh Chandra | v.chandra@qut.edu.au |
Overview
In this unit you will draw upon your integrated STEM knowledge, skills and experiences together with your knowledge of digital technology to construct a strategic plan that has the potential to advance STEM Education in an education context; preferably yours. This plan needs to incorporate principles and practices of STEM in Education, including the development of learners' transdisciplinary, connected understanding of the knowledge and skills of STEM. Your strategic plan will be aligned to relevant STEM curricula.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate understanding of a body of knowledge that includes recent developments related to transdisciplinary STEM education principles and practices, including the use of digital technologies as tools for learning in STEM. (CLO 1.1)
- Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice relating to STEM Education. (CLO 2.1)
- Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to effective professional practice in STEM Education. (CLO 2.4)
- Demonstrate application of knowledge and skills relating to STEM Education with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability. (CLO 3.1)
Content
This unit will consolidate and deepen your repertoire of principles and practices for teaching and learning in STEM education, which may include:
- Further development of relevant STEM and STEM education understanding and skills.
- Application of pedagogical content knowledge and skills to the organisation of STEM learning activities.
- Strategies for supporting learners' development of social, ethical and cultural capability when undertaking STEM activity.
- Formative and summative assessment principles and practices for use in STEM learning.
- The alignment of learning activities with relevant curricula.
- Building collaborative partnerships with STEM industries.
The unit will also consider the challenges faced when trying to lead or enact curriculum change, specifically in regard to advancing STEM education.
Learning Approaches
Your study in this unit is divided into a series of modules. As either an on-campus or on-line learner, for each module you will complete a series of activities, some of which will be completed individually and some of which will be completed collaboratively with peers. Some of these activities will provide you with formative feedback about your learning and your progress towards completing the unit’s summative assessment. Appropriate technologies will be used to facilitate your learning and so enable full participation in these activities in either on-campus or on-line modes. Your timely completion of the pre and post activities in each module will be critical to your learning and achievement in this unit.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in a variety of ways:
- Discussions in relation to the workshop activities will provide opportunities for questioning and formative feedback.
- Summative assessment criteria sheets aligned to the unit outcomes and with descriptors that are specific to the assessment tasks.
- Qualitative comments provided on summative tasks and/or associated criteria feedback sheets.
- Use of online tools (e.g. blogs and wikis) to scaffold tutor-student and student-student discussion.
- Generic comments/feedback provided to the entire cohort.
Assessment
Overview
Summative assessment in this unit is comprised of a single task: the Strategic Plans.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Strategic Plans
Drawing upon experiences in your STEM education context, as well as your understanding of principles and practices developed throughout the STEM in Education study area, you will create a strategic plan that can be delivered to an audience (e.g. your peers) to advance STEM teaching and learning in an education context – preferably yours. You will need to provide illustrations of STEM teaching and learning practices that you will enact to facilitate your plan. The construction of this plan and the illustration of future practices will allow you to demonstrate your comprehensive understanding of STEM education principles and practices that will promote learner' connected understanding and skills in STEM and their development of 21st century skills.
Assessment Focus
This task will assess your:
- Deep understanding of principles and practices regarding transdisciplinary STEM education.
- Ability to critically apply your knowledge of principles and practices in relation to planning for transdisciplinary STEM education.
- Use technical and communication skills to describe, design, evaluate, implement, analyse and theorise about transdisciplinary STEM education.
- Ability to create and explain a plan for transdisciplinary STEM education that is aligned to your STEM education context and to relevant curricula.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.4, 3.1
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
Resource material information for this unit is noted below.
Resource Materials
Reference book(s)
Forbes, A., Chandra, V., Pfeiffer, L., & Sheffield, R. (2021). STEM education in the primary school: a teacher's toolkit. Cambridge University Press.
Other
There are no set texts for this unit. Links to suggested readings and resources will be published via the Canvas and/or QUT Readings systems.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer and laboratory use will apply.
Unit Outline: Flexible Period - 11A 2024, Online (Start Date: 30 Sep 2024)
| Unit code: | EUN638 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ638, CRZ638 |
Overview
In this unit you will draw upon your integrated STEM knowledge, skills and experiences together with your knowledge of digital technology to construct a strategic plan that has the potential to advance STEM Education in an education context; preferably yours. This plan needs to incorporate principles and practices of STEM in Education, including the development of learners' transdisciplinary, connected understanding of the knowledge and skills of STEM. Your strategic plan will be aligned to relevant STEM curricula.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate understanding of a body of knowledge that includes recent developments related to transdisciplinary STEM education principles and practices, including the use of digital technologies as tools for learning in STEM. (CLO 1.1)
- Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice relating to STEM Education. (CLO 2.1)
- Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to effective professional practice in STEM Education. (CLO 2.4)
- Demonstrate application of knowledge and skills relating to STEM Education with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability. (CLO 3.1)
Content
This unit will consolidate and deepen your repertoire of principles and practices for teaching and learning in STEM education, which may include:
- Further development of relevant STEM and STEM education understanding and skills.
- Application of pedagogical content knowledge and skills to the organisation of STEM learning activities.
- Strategies for supporting learners' development of social, ethical and cultural capability when undertaking STEM activity.
- Formative and summative assessment principles and practices for use in STEM learning.
- The alignment of learning activities with relevant curricula.
- Building collaborative partnerships with STEM industries.
The unit will also consider the challenges faced when trying to lead or enact curriculum change, specifically in regard to advancing STEM education.
Learning Approaches
Your study in this unit is divided into a series of modules. As either an on-campus or on-line learner, for each module you will complete a series of activities, some of which will be completed individually and some of which will be completed collaboratively with peers. Some of these activities will provide you with formative feedback about your learning and your progress towards completing the unit’s summative assessment. Appropriate technologies will be used to facilitate your learning and so enable full participation in these activities in either on-campus or on-line modes. Your timely completion of the pre and post activities in each module will be critical to your learning and achievement in this unit.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in a variety of ways:
- Discussions in relation to the workshop activities will provide opportunities for questioning and formative feedback.
- Summative assessment criteria sheets aligned to the unit outcomes and with descriptors that are specific to the assessment tasks.
- Qualitative comments provided on summative tasks and/or associated criteria feedback sheets.
- Use of online tools (e.g. blogs and wikis) to scaffold tutor-student and student-student discussion.
- Generic comments/feedback provided to the entire cohort.
Assessment
Overview
Summative assessment in this unit is comprised of a single task: the Strategic Plans.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Strategic Plans
Drawing upon experiences in your STEM education context, as well as your understanding of principles and practices developed throughout the STEM in Education study area, you will create a strategic plan that can be delivered to an audience (e.g. your peers) to advance STEM teaching and learning in an education context – preferably yours. You will need to provide illustrations of STEM teaching and learning practices that you will enact to facilitate your plan. The construction of this plan and the illustration of future practices will allow you to demonstrate your comprehensive understanding of STEM education principles and practices that will promote learner' connected understanding and skills in STEM and their development of 21st century skills.
Assessment Focus
This task will assess your:
- Deep understanding of principles and practices regarding transdisciplinary STEM education.
- Ability to critically apply your knowledge of principles and practices in relation to planning for transdisciplinary STEM education.
- Use technical and communication skills to describe, design, evaluate, implement, analyse and theorise about transdisciplinary STEM education.
- Ability to create and explain a plan for transdisciplinary STEM education that is aligned to your STEM education context and to relevant curricula.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.4, 3.1
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
Resource material information for this unit is noted below.
Resource Materials
Reference book(s)
Forbes, A., Chandra, V., Pfeiffer, L., & Sheffield, R. (2021). STEM education in the primary school: a teacher's toolkit. Cambridge University Press.
Other
There are no set texts for this unit. Links to suggested readings and resources will be published via the Canvas and/or QUT Readings systems.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer and laboratory use will apply.