Bringing engineering into primary science classrooms using engineering design and community of practice approach—An evaluation of STEM × Play program

Lai, MY; Cheng, E

Bringing engineering into primary science classrooms using engineering design and community of practice approach—An evaluation of STEM × Play program

Lai, MY Cheng, E

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Publisher:: Frontiers Media SA
Publication Type:: Journal Article
Citation:: Frontiers in Education, 8

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Field	Value	Language
dc.contributor.author	Lai, MY
dc.contributor.author	Cheng, E
dc.date.accessioned	2023-12-03T23:41:33Z
dc.date.available	2023-12-03T23:41:33Z
dc.identifier.citation	Frontiers in Education, 8
dc.identifier.issn	2504-284X
dc.identifier.uri	http://hdl.handle.net/10453/173650
dc.description.abstract	<jats:p>Due to the rapid growth of STEM-skilled jobs, there is an urge of introducing engineering in earlier years of schooling to not only flourish students’ motivation and interest but to also acquire the required skills for surviving in the high digital demand environment. This paper aims to share an innovative pedagogy–STEM × Play in-curriculum program and to report the post-program evaluation of primary school students’ perceptions about and attitudes toward learning STEM and teachers’ perception of teaching STEM. There was evidence of positive student learning outcomes including critical skills needed for STEM professions such as comfort with failure, collaboration, critical thinking and problem solving. Mentors from universities and industries were found crucial for improving teachers’ STEM skills.</jats:p>
dc.language	en
dc.publisher	Frontiers Media SA
dc.relation.ispartof	Frontiers in Education
dc.relation.isbasedon	10.3389/feduc.2023.1290857
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.rights	COPYRIGHT © 2023 Lai and Cheng. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
dc.subject.classification	39 Education
dc.title	Bringing engineering into primary science classrooms using engineering design and community of practice approach—An evaluation of STEM × Play program
dc.type	Journal Article
utslib.citation.volume	8
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access	*
dc.date.updated	2023-12-03T23:41:31Z
pubs.publication-status	Published online
pubs.volume	8

Abstract:

Due to the rapid growth of STEM-skilled jobs, there is an urge of introducing engineering in earlier years of schooling to not only flourish students’ motivation and interest but to also acquire the required skills for surviving in the high digital demand environment. This paper aims to share an innovative pedagogy–STEM × Play in-curriculum program and to report the post-program evaluation of primary school students’ perceptions about and attitudes toward learning STEM and teachers’ perception of teaching STEM. There was evidence of positive student learning outcomes including critical skills needed for STEM professions such as comfort with failure, collaboration, critical thinking and problem solving. Mentors from universities and industries were found crucial for improving teachers’ STEM skills.

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http://hdl.handle.net/10453/173650