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Shaping Science, Technology, Engineering and Mathematics Curriculum in Australian Schools: An Ecological Systems Analysis

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Title: Shaping Science, Technology, Engineering and Mathematics Curriculum in Australian Schools: An Ecological Systems Analysis
Language: English
Authors: Falloon, Garry (ORCID 0000-0002-6369-8771), Powling, Markus, Fraser, Sharon, Hatisaru, Vesife
Source: Australian Journal of Education. Aug 2022 66(2):171-195.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 25
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Elementary Education
Secondary Education
Descriptors: STEM Education, Curriculum Development, Foreign Countries, Interdisciplinary Approach, National Curriculum, Principals, Administrator Attitudes, Elementary Secondary Education, Elementary School Teachers, Secondary School Teachers, Teacher Attitudes, Educational Practices
Geographic Terms: Australia
DOI: 10.1177/00049441221083347
ISSN: 0004-9441
2050-5884
Abstract: Improving young people's engagement in science, technology, engineering and mathematics (STEM) is being promoted worldwide as a means of addressing projected shortfalls in expertise needed to further nations' economic, social and environmental goals. Responding to this, schools are reforming traditional discipline-based curricula into interdisciplinary approaches based on problem and project-based designs, to make STEM learning more relevant and meaningful for students. This study drew on a dataset of 449 Australian principal and teacher interviews, to identify factors influencing STEM curriculum in their schools. It utilised Ecological Systems Theory to build understanding relating to the influence of activities and outputs originating at macro, exo and meso system levels, on STEM curriculum and practices in classrooms. Results demonstrated how many innovative schools were able to successfully leverage community, business and national resources to enhance their STEM curriculum, while others struggled due to limitations imposed by geographic or socio-economic factors, or limited access to resources, expertise or advice. Central to achieving this was the powerful influence of principals' and teachers' "proximal processes" and "developmental assets" in establishing effective and engaging interdisciplinary STEM curricula, despite constraints imposed by, at best, ambiguous national and state curriculum and policies, rigid assessment regimes and compliance-focused reporting requirements.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1343512
Database: ERIC
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  Data: Shaping Science, Technology, Engineering and Mathematics Curriculum in Australian Schools: An Ecological Systems Analysis
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  Data: <searchLink fieldCode="AR" term="%22Falloon%2C+Garry%22">Falloon, Garry</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6369-8771">0000-0002-6369-8771</externalLink>)<br /><searchLink fieldCode="AR" term="%22Powling%2C+Markus%22">Powling, Markus</searchLink><br /><searchLink fieldCode="AR" term="%22Fraser%2C+Sharon%22">Fraser, Sharon</searchLink><br /><searchLink fieldCode="AR" term="%22Hatisaru%2C+Vesife%22">Hatisaru, Vesife</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Education%22"><i>Australian Journal of Education</i></searchLink>. Aug 2022 66(2):171-195.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 25
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1177/00049441221083347
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  Data: 0004-9441<br />2050-5884
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  Data: Improving young people's engagement in science, technology, engineering and mathematics (STEM) is being promoted worldwide as a means of addressing projected shortfalls in expertise needed to further nations' economic, social and environmental goals. Responding to this, schools are reforming traditional discipline-based curricula into interdisciplinary approaches based on problem and project-based designs, to make STEM learning more relevant and meaningful for students. This study drew on a dataset of 449 Australian principal and teacher interviews, to identify factors influencing STEM curriculum in their schools. It utilised Ecological Systems Theory to build understanding relating to the influence of activities and outputs originating at macro, exo and meso system levels, on STEM curriculum and practices in classrooms. Results demonstrated how many innovative schools were able to successfully leverage community, business and national resources to enhance their STEM curriculum, while others struggled due to limitations imposed by geographic or socio-economic factors, or limited access to resources, expertise or advice. Central to achieving this was the powerful influence of principals' and teachers' "proximal processes" and "developmental assets" in establishing effective and engaging interdisciplinary STEM curricula, despite constraints imposed by, at best, ambiguous national and state curriculum and policies, rigid assessment regimes and compliance-focused reporting requirements.
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        Value: 10.1177/00049441221083347
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        PageCount: 25
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      – SubjectFull: Curriculum Development
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Australia
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    Titles:
      – TitleFull: Shaping Science, Technology, Engineering and Mathematics Curriculum in Australian Schools: An Ecological Systems Analysis
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