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Beyond the subject silos in STEM The case for looking sideways in the secondary school curriculum

Beyond the subject silos in STEM The case for looking sideways in the secondary school curriculum . Frank Banks Emeritus Professor Open University & David Barlex Director Nuffield Design & Technology. Presentation Overview. S.T.E.M or STEM Significance of teachers The interviews

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Beyond the subject silos in STEM The case for looking sideways in the secondary school curriculum

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  1. Beyond the subject silos in STEMThe case for looking sideways in the secondary school curriculum Frank Banks Emeritus Professor Open University & David Barlex Director Nuffield Design & Technology

  2. Presentation Overview • S.T.E.M or STEM • Significance of teachers • The interviews • In the silo • Looking sideways • Significance revisited

  3. In School Outside School STEM STEM S.T.E.M or STEM?

  4. “Educational change depends on what teachers do and think – it’s as simple and complex as that.” Fullan and Stiegelbauer

  5. TorbenSteeg Support for design decisions through being empirical Using scientific knowledge to support technical choices

  6. Celia Hoyles Designing devices with embedded mathematics Respect task authenticity

  7. Peter Campbell Encouraging connections Encouraging investigations

  8. In the silo – S.T.E.M Use the aspiration to be an astronaut to enhance science teaching Ella Yonai - Israel Three different conceptions of technology are harming the T in S.T.E.M Marcus Berlatzjy - Argentina

  9. Looking sideways - STEM Integrate the subjects to reduce the gap between learning at school and ‘real’ life Look sideways by combining formal and informal approaches Ronit Perez - Israel VitorSoares Mann - Brazil

  10. STEM as knowledge creation • Investigate state of intellectual capital • Manage the process of knowledge creation • Validate the created knowledge • Disseminate the created knowledge • Understand the nature of your own and other subjects through conversation • Teach in the light of STEM • Evaluate the effectiveness of your new teaching • Spread the word through conversation, networking and publication David Hargreaves 1998

  11. S T E M Teachers are the sole and essential means to educational improvement. If they do not share the aims, and do not want to do what needs to be done, it cannot happen effectively. Black in Dillon & Maguire

  12. Find out more … Questions & Comments david.barlex@btinternet.com http://dandtfordandt.wordpress.com @DavidBarlex

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