[Catalist] STEM X and Teaching for Conceptual Understanding in Science

[Michael McGarry]

Greetings Science Colleagues,


Should Australian science teachers practise the vision of the STEM X Academy?


“The vision for the STEM X Academy can be summed up in the following:

• Innovation in the classroom with teachers moving away from focusing only on factual content and integrating STEM approaches into their lessons
• Inspired by research with teachers delivering more STEM lessons based [on] current scientific research, [and] based on connections made during and after the STEM X Academy
• Accessibility for those who live in isolated/underserved regions to develop and deliver STEM-based lessons
• Staying connected with other teachers in their school/region to share advice, new ideas and examples of STEM approaches they have delivered.
• Catalyst for change whereby STEM X teachers are motivated to consider different pedagogical approaches to student learning/engagement and colleagues discuss the creation of STEM-based subjects across faculties”

ASTA STEM X URL: http://asta.edu.au/programs/stemx <http://asta.edu.au/programs/stemx>
I contend that STEM Teachers should teach for conceptual understanding and that the curriculum design of STEM lessons should always promote conceptual understanding.


A selection of URL’s informing on how to Teach for Conceptual Understanding:


URL 1: http://scholarworks.montana.edu/xmlui/bitstream/handle/1/1887/MoeJ0511.pdf?sequence=1 <http://scholarworks.montana.edu/xmlui/bitstream/handle/1/1887/MoeJ0511.pdf?sequence=1>
URL 2: http://monash.edu/science-education/2015/resources/conceptual-understanding-procedure/#1449403259772-55035aac-f336 <http://monash.edu/science-education/2015/resources/conceptual-understanding-procedure/%231449403259772-55035aac-f336>
URL 3: http://www.project2061.org/publications/sfaa/online/Chap13.htm <http://www.project2061.org/publications/sfaa/online/Chap13.htm>
URL 4: http://www.waikato.ac.nz/tdu/pdf/tdutalk/Jun10.pdf <http://www.waikato.ac.nz/tdu/pdf/tdutalk/Jun10.pdf>
URL 5: http://research.avondale.edu.au/cgi/viewcontent.cgi?article=1310&context=teach <http://research.avondale.edu.au/cgi/viewcontent.cgi?article=1310&context=teach>
URL 6: http://www.recsam.edu.my/R&D_Journals/YEAR2009/dec2009vol2/multipleperspectives(89-104).pdf <http://www.recsam.edu.my/R&D_Journals/YEAR2009/dec2009vol2/multipleperspectives(89-104).pdf>
URL 7: http://iopscience.iop.org/article/10.1088/0143-0807/36/4/045019/pdf <http://iopscience.iop.org/article/10.1088/0143-0807/36/4/045019/pdf>
URL 8: http://ngl.cengage.com/assets/downloads/ngsci_pro0000000028/am_ngsci.pdf <http://ngl.cengage.com/assets/downloads/ngsci_pro0000000028/am_ngsci.pdf>
URL 9: http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2892&context=ajte <http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2892&context=ajte>
URL 10: http://static.nsta.org/files/PB359Xweb.pdf <http://static.nsta.org/files/PB359Xweb.pdf>
URL 11: https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781938946103 <https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781938946103>
Best Wishes,


Michael John McGarry

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