STEM Education in Primary Classrooms

Angela Fitzgerald is an associate professor (science curriculum and pedagogy) and deputy head of the School of Education at the University of Southern Queensland. Her main focus is engaging pre- and in-service teachers in developing their confidence and competence in STEM learning and teaching in primary school settings.Carole Haeusler is a lecturer in science education at the University of Southern Queensland. She has had extensive teaching experience at secondary and tertiary levels and has worked as a consultant in government authorities. Her research interest is primary children’s cognition in science.Linda Pfeiffer is a senior lecturer in the School of Education and the Arts at CQUniversity, Australia. She has a broad range of teaching experiences in primary, secondary and tertiary education. Linda works with numerous stakeholders to improve STEM outcomes and leads the Australia Pacific LNG STEM Research Central project.

• Lists of Figures and TablesList of ContributorsForeword Professor Paul Bertsch, Queensland Chief ScientistChapter 1. More Than Coding: Positioning STEM Education in Policy and Practice Angela Fitzgerald, Carole Haeusler and Linda PfeifferChapter 2. Engaging Diverse Students in STEM: The Five Dimensions Framework Kimberley WilsonChapter 3. Inquiry-Based Teaching and Learning in Primary STEM Amanda Woods-McConney, Andrew McConney And Keryn SturrockChapter 4. Learning Mathematics Through STEM in A Play Based Classroom Paula Mildenhall and Barbara SherriffChapter 5. A Case Study of a University-Industry STEM Partnership in Regional Queensland Dr Linda Pfeiffer and Kathryn TaboneChapter 6. Online Citizen Science in the Classroom: Engaging with Real Science and STEM to Develop Capabilities for Citizenship Dayle Anderson, Markus Luczak-Roesch, Cathal Doyle, Yevgeniya (Jane) Li, Brigitte Glasson, Cameron Pierson, Dianne Christenson, Carol Brieseman, Melissa Coton and Matt BoucherChapter 7. School-University Partnerships as Rich STEM Learning Contexts for Pre-Service Teachers Working with Primary Students Kimberley Pressick-Kilborn and Anne PrescottChapter 8. What Do Primary Teachers Think About STEM Education? Exploring Cross-Cultural Perspectives Kathy Smith, Sindu George and Jennifer MansfieldChapter 9. The Role of the Maker Faire in STEM Engagement: Messages for Teacher Professional Development Coral Campbell, Linda Hobbs and Lihua XuChapter 10. More Than S.T.E.M.: Connecting Students’ Learning to Community Through Eco-Justice Kathryn Paige, Lisa O’Keeffe and David LloydChapter 11. Informal Spaces for STEM Learning and Teaching: STEM Clubs Angela Fitzgerald, Tania Leach, Kate Davis, Neil Martin and Shelley Dunlop

Congratulations to the authors and editors for creating an accessible and research-informed account of why we must and how we can implement an integrated approach to STEM education for primary school students. The various examples and case studies richly illustrate how we can embed interdisciplinary problem-solving tasks using authentic contexts and inquiry pedagogies into the curriculum and develop the capabilities required for living and working in the Fourth Industrial Revolution. Emeritus Professor Mark Hackling, Edith Cowan UniversityWhat does the future hold? Whatever direction it takes, it is a sure bet that science, technology, engineering and mathematics will have a critical role. Citizens will have to decide what is acceptable, useful and beneficial and what is not. STEM education is the key to wise choices and starting early to prepare all Australians and New Zealanders with capacity to make those choices is critical. This is a great book that has deep analytical insights from practitioners and researchers and shows us the way. Let’s go.Emeritus Professor Ian Chubb, Former Chief Scientist of Australia, AC FAA FTSEThis book is distinctive in highlighting how science education can be a generative starting point for STEM education in primary school settings. The chapters offer rich examples of this through a focus on pedagogy, partnerships, professional development and possibilities. I strongly recommend the book to teachers and researchers – they will find much to pique their interest and support their thinking. Professor Bronwen Cowie, Associate Dean Research, Education Division, The University of Waikato, New Zealand