Guided inquiry to develop interdisciplinary STEM competences

An argument for guided inquiry as a powerful pedagogy for building foundational concepts in science and mathematics, and STEM competences that prepare students for a productive future.

Drawing to reason and learn in science

Tytler, R., Prain, V., Aranda, G., Ferguson, J., & Gorur, R. (2019). Drawing to reason and learn in science. Journal of Research in Science Teaching, 1–23. https://doi.org/10.1002/tea.21590

Inquiry vs direct teaching for interdisciplinary STEM

By Russell Tytler, Chair of Science Education Current advocacy of STEM represents a reform movement to increase engagement of students with the STEM disciplines (Marginson, Tytler, Freeman & Roberts, 2013), and to develop ‘STEM skills’ that will pr …

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Challenges and opportunities for a STEM interdisciplinary agenda

Tytler, R., Williams, G., Hobbs, L., & Anderson, J. (2019). Challenges and opportunities for a STEM interdisciplinary agenda. In B. Doig, J. Williams, D. Swanson, R. Borromeo Ferri, P. Drake (Eds) Interdisciplinary Mathematics Education: The State …

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Re-conceptualising interdisciplinarity in STEM through a temporal model

Tytler, R., Prain, V., & Hobbs, L. (2019). Re-conceptualising interdisciplinarity in STEM through a temporal model. Research in Science Education.