Interdisciplinary STEM

Increasingly, the STEME researchers have been involved in cutting edge explorations of interdisciplinarity in STEM, including major government funded projects supporting schools and teachers, and exploring policy issues around STEM. This has resulted in a number of publications investigating models of interdisciplinarity across STEM, between science and mathematics, and critical and creative thinking involving STEM and art, and aesthetics. These initiatives include exploration of partnerships between teachers and schools and STEM practitioners.

In 2016 the STEME research group held a symposium on interdisciplinary STEM: Putting STEM Education under the microscope

The STEME group holds a biannual STEM Education Conference that features teacher and researcher presentations on innovation in STEM Education.

Sample publications: 

• Hobbs, L., Cripps Clark, J. & Plant, B. (2018). Negotiating partnerships in a STEM teacher professional development program: Applying the STEPS interpretive Framework. In L. Hobbs, C. Campbell, & M. Jones (Eds.). School-based Partnerships in Teacher Education: A research informed model for universities, schools and beyond (pp. 231-246). Dordrecht: Springer.
• Hobbs, L., Doig, B., & Plant, B. (2019). The Successful Students STEM project: A medium scale case study. In J. Williams & B. Doig, Interdisciplinary mathematics education: State of the art and beyond (pp. xx-xx). Springer ICME series. https://link.springer.com/book/10.1007/978-3-030-11066-6
• Hobbs L., Cripps Clark J. & Plant B. (2018). Successful Students – STEM Program: Teacher Learning Through a Multifaceted Vision for STEM Education. In Jorgensen R., Larkin K. (Eds.), STEM education in the junior secondary: The state of play (pp. 133-168). Singapore: Springer.
• Tytler, R., Prain, V., & Hobbs, L. (Under review). Re-conceptualising interdisciplinarity in STEM through a temporal model. Research in Science Education.
• Tytler, R. & Swanson, D. (in press). Unpacking the purposes and potential of interdisciplinary STEM. In N. Mansour & H. El-Deghaidy (Eds), STEM in Science Education and S in STEM: From pedagogy to learning (pp. XXX). Rotterdam, The Netherlands: Sense Publishers
• 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 of the Art and Beyond (pp. 51-81). Springer ICME series. https://link.springer.com/book/10.1007/978-3-030-11066-6
• White, P., Tytler, R., Palmer, S., (2018). Exploring models of interaction between scientists and pre-service teachers. In S. Dinham, R. Tytler, D. Corrigan, & D. Hoxley (Eds) (2018). Reconceptualising Maths and Science Teacher Education (pp. 92-110). Camberwell: ACER press.
• Tytler, R., (2018). STEM Education for the 21^st Century. OECD commissioned paper. Paris: OECD.
• Campbell, C., & Tytler, R. (2018). Scientists and Mathematicians in schools: CSIRO, Australia. In L. Hobbs, C. Campbell, & M. Jones (Eds.) School-based partnerships in teacher education (pp. 247-257). Singapore: Springer.
• Tytler, R., Swanson, D.M., & Appelbaum, P. (2015). Subject matters of science, technology, engineering, and mathematics. In, M. F. He, B. D. Schultz, & W. H. Schubert (Eds), The Sage Guide to Curriculum in Education (Ch. 4, pp. 27-35). Thousand Oaks, CA: Sage. (Release date: August 2015).
• Marginson, S., Tytler, R., Freeman, B., & Roberts, K. (2013). STEM: Country comparisons. Melbourne: The Australian Council of Learned Academies. www.acola.org.au.