Program Overview

EDST550 - Integrated STEM (Science and Mathematics)

Unit Rationale, Description, and Aim

Teaching science and mathematics as part of an integrated STEM curriculum has been widely adopted as an important way of fostering problem-solving, creativity, and the capability to apply science and maths concepts. This unit introduces students to science/maths-focused learning in the integrated Science, Technology, Engineering, and Mathematics (iSTEM) classroom, using design technology approaches based on content from the Australian Curriculum (Science/Mathematics).

The aim of this unit is to develop students' competence in designing practical hands-on activities through an integrated STEM approach where design technology is used to learn about science and maths concepts from the Australian Curriculum.

Campus Offering

• Online: Semester 1, Online Unscheduled

Prerequisites

• Nil

Incompatible Units

• EDST631 Integrating STEM into Effective Classroom Practice
• EDST633 Mathematics in an Integrated STEM Classroom

Learning Outcomes

To successfully complete this unit, students will be able to demonstrate they have achieved the following learning outcomes:

1. Communicate a critical understanding of the principles of an integrated STEM approach to teaching science and mathematics, including research-informed pedagogical approaches.
2. Evaluate a variety of teaching strategies designed to cater for individual differences in student learning when teaching science and mathematics through an integrated STEM approach.
3. Apply knowledge about the General Capabilities and Cross Curriculum Priorities from the Australian Curriculum: Science and Mathematics, to design learning sequences that require the application of science and mathematics concepts through an integrated STEM approach.

Content

Topics will include:

• MODULE 1 — The 3Ps (Science)
  • Principles: contemporary and research-informed understandings of the ways in which students learn science through an integrated STEM approach using design technology.
  • Pedagogy: pedagogical strategies to promote problem-solving, critical thinking, and project-based learning when teaching science through an integrated STEM approach.
  • Planning: planning, developing, and evaluating sequences of learning activities for teaching science through an integrated STEM approach designed for a specific school context.
• MODULE 2 — The 3Rs (Science)
  • Representations: analyzing ways that students can use visual representations for demonstrating the application of science concepts when solving integrated STEM problems.
  • Real World Applications: designing technology activities that simulate real-world problems.
  • Resources: effective use of a range of resources for teaching, including design technologies to engage learners, specific to teaching science through an integrated STEM approach.
• MODULE 3 — The 3Ps (Maths)
  • Principles: contemporary understandings of the unique ways in which students learn Mathematics in an integrated STEM classroom using design technology.
  • Pedagogy: pedagogical strategies to promote problem-solving, critical thinking, and project-based learning when teaching Mathematics in integrated STEM Education.
  • Planning: planning and evaluating sequences of learning activities when teaching Mathematics in an integrated STEM classroom relative to specific school context and identified factors impacting teaching and learning.
• MODULE 4 — The 3Rs (Maths)
  • Representations: analyzing ways that students can use visual representations for demonstrating the application of mathematical concepts when solving integrated STEM problems.
  • Real Word Applications: designing technology activities that simulate real-world problems.
  • Resources: effective use of a range of resources for teaching, including design technologies, to engage learners, specific to teaching science through an integrated STEM approach.

Assessment Strategy and Rationale

The assessment tasks are designed to provide students with the opportunity to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.

• Assessment Task 1 – Science and Technology: Critically analyze and develop an integrated STEM learning sequence that requires the application of science concepts, embeds the use of contemporary ICTs, and incorporates strategies for including diverse learners. (Weighting: 50%)
• Assessment Task 2 - Mathematics and Technology: Develop a unit of work using mathematics in an integrated STEM that includes relevant and justified activities based on the literature. (Weighting: 50%)

Learning and Teaching Strategy and Rationale

This unit is offered in multi-mode and will be supported by a unit Learning Management System (LMS) site. Engagement for learning is the key driver in the delivery of this curriculum, therefore an active learning approach is used to support graduates in their exploration and demonstration of achievement of the unit's identified learning outcomes.

Representative Texts and References

• English, L. (2022). Multidisciplinary Modelling in a Sixth-Grade Tsunami Investigation. International Journal of Science and Mathematics Education.
• English, L.D., Adams, R. A., & King, D. (2020). Design learning in STEM Education. In C. Johnson, M. Mohr-Schroeder, T. Moore & L. English (Eds.), Handbook of Research on STEM education(pp.76-83). Routledge.
• Forbes, A., Chandra, V., Pfeiffer, L., & Sheffield, R. (2021, January 22). STEM education in the primary school: A teacher's toolkit. Higher Education from Cambridge University Press.

Locations

• Online

Credit Points

• 10

Year

• 2026