A design-led conceptual framework for developing school integrated STEM programs: the Australian context
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A design‑led conceptual framework for developing school integrated STEM programs: the Australian context Ding Zhou1 · Rafael Gomez1 · Natalie Wright1 · Markus Rittenbruch1 · James Davis2 Accepted: 18 August 2020 © Springer Nature B.V. 2020
Abstract Integrated Science, Technology, Engineering, and Mathematics (STEM) education is recognised as the latest development stage on the pathway to a highly capable future workforce, and is thus linked to a nation’s future development and prosperity. However, despite various appeals and efforts by the Australian Government, effective processes for constructing relevant educational programs within local curricula remain under-researched. A comprehensive review of the design, and design-led education literature, and of related attempts to develop suitable instructional content and approaches, has been conducted. Its outcome is a recommendation to adopt a design-based pedagogy utilising 3D printing for the development and implementation of integrated STEM programs. Accordingly, this paper proposes a new area of research that requires a deep understanding of appropriate design processes, skills, and mindsets, for integrated STEM education. This study also prototypes a design-led conceptual framework to assist educators in developing integrated STEM programs. Based on the learning theory of Distributed Cognition and the Four-component Instructional Design (4C/ID) model, this conceptual framework begins to address an urgent need to prioritise methodologically rigorous evidence-based research on integrated STEM education. It also has the potential to lead to the formation and collaboration of STEM education communities of teachers, students, and researchers as external instructional leaders to co-develop design-led integrated STEM curriculum. Keywords Integrated STEM education · Design-led education · Instructional process · Design-based pedagogy · 3D printing · Australian curriculum
Introduction Sanders’ (2009) exploration of the way in which the four disciplines interplay in an innovation context, marked the beginning of ‘integrated STEM education’. This integration represents the latest stage in the development of an educational pathway to a highly capable future workforce that ensures a nation’s development and prosperity (Breiner et al. 2012; * Ding Zhou [email protected] Extended author information available on the last page of the article
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Fensham 2008; Kennedy and Odell 2014; United Nations Educational, Scientific and Cultural Organization 2015). Globally, there is an apparent gap between each country’s discrete curriculum and the three integrated STEM attributes, namely, disciplines integration, real-world or authentic contexts, and problem-solving. In Australia’s current education system, STEM-related subjects (Science, Mathematics, Digital Technologies, Design and Technologies) are placed at the top of the discipline hierarchy (Commonwealth of Australia 2015). Since 2015, the Australian Government and each state/te
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