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Engineering is a meaningful and authentic context for improving motivation and achievement in mathematics and science, and for developing 21st century skills such as creativity, communication, ethical understanding, critical thinking, self-management and social skills (Blackley & Howell, 2015; English, 2016; Hunter, 2020; Moore et al., 2014; NASEM, 2020).
Beyond these educational possibilities, the development of engineering literacy is considered essential for inspiring and preparing Australia’s future STEM workforce with engineering habits of mind, knowledge and practices for addressing the complexity of skills challenges and ensuring Australia’s global competitiveness and prosperity (Education Council, 2015; Office of the Chief Scientist, 2013).
The National STEM School Education Strategy (Education Council, 2015) and Australian Curriculum (ACARA, 2016) recommend the use of engineering as a real-world context for STEM learning. However, there remains considerable uncertainty amongst teacher's as to how to use engineering in intentional evidence-based ways (Hunter, 2020; Strimel et al., 2020).
In this specially designed, online workshop, teachers will be guided in the use of intentional, research-based approaches which facilitate the integration of engineering into curriculum and classroom practices. Participants will experience and explore the application of key engineering concepts, the engineering design process and curriculum construction for the K-6 context. There will also be opportunities to engage in authentic examples of the impact of engineering on society and in practice.
This short course will be delivered over two online sessions:
Session one - Part one:
Session one - Part two:
Session two - Part one:
Session two - Part two:
By the end of this course, you should be able to:
NESA has recently changed its professional development requirements. Teachers are strongly encouraged to review the NESA website for the latest information.
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