Morrison-Love, David

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Considerations for School-Level STEM ImplementationPioneering STEM Education in Africa SummitDr David Morrison-Love BTechEd (hons) PhD PGCAP FHEA‘Effective, meaningful and successful STEM education should be synergistic for learners at the classroom level.’Opening statement:Overview• Considerations: Philosophical Level– Epistemic Nature and Roles.• Considerations: Practical Level– Challenges & ContextsPhilosophical ConsiderationsPhilosophical ConsiderationsPhilosophical ConsiderationsPhilosophical ConsiderationsPhilosophical ConsiderationsScience• Description & explanation of natural world• High degree of objectivity• High degree of epistemic consistency• Established systems for validating scientific knowledgePhilosophical ConsiderationsMathematics• Demonstration of proof.• Abstract and symbolic world.• High degree of objectivity• High degree of epistemic consistency• Established systems for validating scientific knowledgePhilosophical ConsiderationsEngineering & Technology?• Both relate to man-made world.• Engineering – closer ties to Maths & Science (analysis/application)• Technology:– Subjective and objective.– Epistemically inconsistent: Transformation.– Difficult to validate technological knowledge. Philosophical Considerations• How are constituent subjects defined and understood within policy and by teachers?• How is consistency in this understanding achieved?• How can this effectively shape instructional & pedagogical design? • How might this shape what STEM learning looks like within classrooms?Philosophical ConsiderationsITEEA Definitions ExampleScience: Study of natural world.Technology: Modifying natural world to meet the needs and wants of society.Engineering: Applying maths and science to create technology.Mathematics: System of Numbers, patterns, relationships that tie S, T and E together.Philosophical ConsiderationsITEEA Definitions ExampleIntegrative STEM:Purposely integrates S, T, E & M through inquiry-based methods to resolve problems and address human needs. Challenges & Contexts• STEM: Form of interdisciplinary learning.• Nature of learning is shaped by structure and context of the wider system and learning environment.• Must consider things from the perspective of the learner also.• No consensus of understanding STEM-IDL.Challenges & ContextsChallenges & Contexts• Compartmentalised learning. • Context masking.Challenges & Contexts• Compartmentalised learning. • Context masking.• Difficult to make links.Work of Scottish School Pupil: 12 Years of Age.Challenges & Contexts• Compartmentalised learning. • Context masking.• Difficult to make links.• Teacher assumed ‘transfer’.• IDL: Knowledge vs process.• Mastery > a ‘way of thinking’. Challenges & ContextsMorrison-Love (2014)Promotion of thinking in a more integrated way.Challenges & Contexts• Fully integrated STEM departments– Maximal opportunity to shape success• Long term cross-subject projects– Require dependency to avoid split subject learning.• STEM Weeks – Often poor links back to subject learning, low educational return for investment of time.Challenges & Contexts• How might school systems and the physical environment be structure to support STEM? • In early stages, how might the teachers make links between areas?• How can tasks be designed to move beyond links and maximise the possibility of autonomous ‘integration’ at a later stage?Challenges & Contexts• How can teachers ultimately cultivate a capacity for ‘interdisciplinary thinking’ in STEM?• What are the implications for Initial Teacher Education.• What findings from research and practise are relevant to shaping an effective approach to Teaching STEM?Challenges & Contexts‘Effective, meaningful and successful STEM education should be synergistic for learners at the classroom level.’Learning in STEM should ultimately be more than the sum of its parts.Related Sources• Alexander, P. A., & Murphy, P. K. (1999). Nurturing the seeds of transfer: A domain-specific perspective. International Journal of Educational Research, 31(7), 561–576.• Brears, L., MacIntyre, B., & O’Sullivan, G. (2011). Preparing Teachers for the 21st Century Using PBL as an Integrating Strategy in Science and Technology Education. Design & Technology Education, 16(1). Retrieved from https://ojs.lboro.ac.uk/ojs/index.php/DATE/article/download/1588/1513• Graham, C., Williams, G. and Bryce, S. (2014). Pillars and Lintels: The What’s, Why’s and How’s of Interdisciplinary Learning in STEM Education.  The Scottish Government.  Available from: http://www.gov.scot/Topics/Education/Schools/curriculum/ACE/Science/STEMEC/STEMECPapers/PillarsandLintels• Kilbrink, N., & Bjurulf, V. (2012). Transfer of knowledge in technical vocational education: a narrative study in Swedish upper secondary school. International Journal of Technology and Design Education, 23(3), 519–535. doi:10.1007/s10798-012-9201-0• Morrison-Love, D. (2014) Promoting transfer and an integrated understanding for pre-service teachers of technology education.Global Education Review, 1(4), pp. 15-36.• Morrison-Love, D. (2015/16). Towards a Transformative Epistemology of Technology Education. Journal of Philosophy of Education, Vol 50, Issue 1 [Forthcoming Publication].• Reeve, E. M. (2015). STEM Thinking! Technology and Engineering Teacher. ITEEA, 8-16.  Available from: http://www.iteea.org/Publications/TTT/decjan15.pdf.• Sanders, M. (2009). Integrative STEM Education: A primer. The Technology Teacher, 68(4), 20-26.Creative Commons Image LinksSlide 5 Image:https://commons.wikimedia.org/wiki/File:Kelpies.jpgSlide 6 Image:https://commons.wikimedia.org/wiki/File:Claw-hammer.jpgSlide 7 Image:https://commons.wikimedia.org/wiki/File:Train_coupling.jpgSlide 8 Image: http://www.defenseimagery.mil/imageRetrieve.action?guid=7ae901b6ed0adc5bcea4f96a60331d6a20f1cb58&t=2Slide 15 Image: https://www.flickr.com/photos/army_arch/2859563407Slide 17 Image:https://commons.wikimedia.org/wiki/File:First_angle_projection.svgSlides 19, 21 and 26 Images:D Morrison-Love.About Dr David Morrison-LoveI was a practicing teacher of Technology Education for nine years before taking up the post of Lecturer in the School of Education at the University of Glasgow.  My PhD explored dimensions of process and knowledge in pupils’ technological problem solving. I am a member of the Curriculum, Assessment & Pedagogy Research & Teaching Group and my current research interests lie in Technology and STEM Education, learning contexts, problem solving and the role of physical objects and outcomes in pupils’ learning. Email: david.morrison-love@glasgow.ac.ukBlog: http://thinkosity.wordpress.comProfile: http://www.gla.ac.uk/schools/education/staff/davidmorrison-love/LinkedIn: https://www.linkedin.com/in/davidmorrisonlove

Considerations for Classroom-Level STEM Implementation

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Considerations for Classroom-Level STEM Implementation

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