These overarching principles of the STEM Studio were collectively developed by the project teams across the three institutions (QUT, James Cook University and Griffith University) and are relevant to each model and its individual context.
The STEM Studio provides an authentic non-assessed space for pre-service teachers (PSTs) to develop their confidence and identity as a teacher.
1. STEM Studio experiences are underpinned by the Nature of Science and its underlying values.
The values are interwoven within all learning experiences so that participants (particularly PSTs and high school students) gain deeper understanding of:
- Tentativeness – scientific knowledge is tentative; or subject to revision based on new information or new perspectives
- Empirical evidence underpins science, produced through direct and indirect observation of the natural world
- Imagination and creativity play a role in the development of scientific of scientific knowledge
- Observation and inference are both key aspects of science
- Personal subjectivity and theory-laden science is influenced by scientists’ values, knowledge, and prior experiences (personal subjectivity), and currently-accepted scientific perspectives influence the collection and interpretation of empirical data
- Theories and laws – there is a distinction between scientific theories and laws, and each can be discovered by the students themselves.
- Social and cultural contexts play a role in the development of scientific knowledge.
- Scientific methods – there is no single scientific method.
The Nature of Science in STEM Education is explored through collaboration with STEM experts to bring scientific values, thinking and practice into teaching science.
2. Operates within a collaborative ‘third space’ providing a professional support network
The STEM Studio is a ‘third space’ community of learning, bringing together PSTs, in-services teachers (ISTs), education academics, discipline experts (scientists), and learning designers. It encourages each participant to rethink pedagogical practice, discourse and assumptions. This is achieved through critically analysing existing practices, constructive discussion and debate. Within this space all participants need to acknowledge:
- The importance of mutual learning in partnerships
- The distinct professional cultures of scientists and educators
- Differing perspectives on teaching and learning
- Possible barriers of language in partnerships.
3. Encourages purposeful reflection and constructive feedback
4. Seeks innovation and forward thinking to trial new approaches to teaching
The aim of the STEM Studio is to teach science and maths more like it is practised. This requires innovation, and forward thinking fostered by encouraging risk , and learning through failure. The STEM Studio provides non-assessed professional learning experiences, in an authentic environment for PSTs unmet by current practicum experiences.