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Designing and implementing student-centred STEM practices : The 'water in the 21st century' teaching module
by
Simone Blom
, Peter Pentland
, Geoff Woolcott
in
Active Learning
/ Attitude Change
/ Conservation (Environment)
/ Curricula
/ Curriculum Design
/ Curriculum Implementation
/ Education
/ Foreign Countries
/ Inquiry
/ Inquiry-based learning
/ Learning Modules
/ Modular courses
/ National Curriculum
/ Problem Based Learning
/ Problem solving
/ Relevance (Education)
/ Science teaching
/ Science, Technology, Engineering, and Mathematics Education Society
/ Secondary education
/ Secondary School Science
/ Secondary School Students
/ Secondary School Teachers
/ STEM Education
/ Student Centered Learning
/ Student centred curriculum
/ Student centred learning
/ Water
/ Water resources management
2021
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Designing and implementing student-centred STEM practices : The 'water in the 21st century' teaching module
by
Simone Blom
, Peter Pentland
, Geoff Woolcott
in
Active Learning
/ Attitude Change
/ Conservation (Environment)
/ Curricula
/ Curriculum Design
/ Curriculum Implementation
/ Education
/ Foreign Countries
/ Inquiry
/ Inquiry-based learning
/ Learning Modules
/ Modular courses
/ National Curriculum
/ Problem Based Learning
/ Problem solving
/ Relevance (Education)
/ Science teaching
/ Science, Technology, Engineering, and Mathematics Education Society
/ Secondary education
/ Secondary School Science
/ Secondary School Students
/ Secondary School Teachers
/ STEM Education
/ Student Centered Learning
/ Student centred curriculum
/ Student centred learning
/ Water
/ Water resources management
2021
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Do you wish to request the book?
Designing and implementing student-centred STEM practices : The 'water in the 21st century' teaching module
by
Simone Blom
, Peter Pentland
, Geoff Woolcott
in
Active Learning
/ Attitude Change
/ Conservation (Environment)
/ Curricula
/ Curriculum Design
/ Curriculum Implementation
/ Education
/ Foreign Countries
/ Inquiry
/ Inquiry-based learning
/ Learning Modules
/ Modular courses
/ National Curriculum
/ Problem Based Learning
/ Problem solving
/ Relevance (Education)
/ Science teaching
/ Science, Technology, Engineering, and Mathematics Education Society
/ Secondary education
/ Secondary School Science
/ Secondary School Students
/ Secondary School Teachers
/ STEM Education
/ Student Centered Learning
/ Student centred curriculum
/ Student centred learning
/ Water
/ Water resources management
2021
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Designing and implementing student-centred STEM practices : The 'water in the 21st century' teaching module
Journal Article
Designing and implementing student-centred STEM practices : The 'water in the 21st century' teaching module
2021
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Overview
The implementation of student-centred learning programs can improve student outcomes in science, technology, engineering and mathematics (STEM) domains. The required approaches to teaching and learning in such programs, however, are
only slowly being adopted in the Asia-Pacific region. This article focuses on a STEM module, 'Water in the 21st Century', set within the Science and Technology Education Leveraging Relevance (STELR) program and developed recently as part
of the Inspiring Science and Mathematics Education (iSME) project. The 'Water in the 21st Century' module positions inquiry and problem-solving at the forefront of student-centred learning, situating the teacher primarily as a learning
facilitator. Within the module, students are provided with authentic and meaningful opportunities to engage in conceptual development in STEM through inquiry and problem-based learning. Module activities all target relevance, engaging
students in critical issues related to understanding the role of water in the modern world. Analysis of focus group and teacher interviews during module trials demonstrates the strengths and limitations of implementing student-centred
learning using these approaches. Findings suggest that a change from traditional approaches to inquiry or problem-based approaches, such as seen in this module, may require a shift in mindset and behaviour, but that this shift is
achievable. [Author abstract]
Publisher
Australian Science Teachers Association
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