tag:theconversation.com,2011:/us/topics/steam-education-42392/articlesSTEAM education – The Conversation2022-11-21T11:36:24Ztag:theconversation.com,2011:article/1950152022-11-21T11:36:24Z2022-11-21T11:36:24ZGroundbreaking studies of Earth’s churning oceans recognised at Australia’s most prestigious science prizes this year<figure><img src="https://images.theconversation.com/files/496396/original/file-20221121-14-7m0lqx.jpg?ixlib=rb-1.1.0&rect=609%2C0%2C6173%2C4311&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://svs.gsfc.nasa.gov/cgi-bin/details.cgi?aid=3827">Greg Shirah/NASA Scientific Visualisation Studio</a></span></figcaption></figure><p>This year, Australia’s prestigious Prime Minister’s Prize for Science has been awarded to a physical oceanographer whose work has had a “transformative impact” on our understanding of Earth’s oceans.</p>
<p>Professor Trevor McDougall AC from the University of New South Wales has made major contributions to unveiling the fundamental physics of the ocean.</p>
<p>During his illustrious career, McDougall has discovered previously unknown ocean mixing processes – the turbulent ways seawater churns and <a href="https://www.uib.no/en/rg/fysos/53334/ocean-mixing">irreversibly changes</a> under various conditions.</p>
<p>His discoveries have improved climate models, allowing us to better predict our planet’s fast-changing future.</p>
<p>“The ocean is notoriously difficult to observe; we know more about the surface of the Moon than we do about the seafloor,” McDougall said.</p>
<p>“We study the ocean because it transports a lot of heat from the equatorial regions towards the poles and also because it acts as the thermal flywheel of the climate system.” </p>
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<span class="caption">Trevor McDougall is a world-leading researcher in ocean thermodynamics.</span>
<span class="attribution"><span class="source">Supplied</span></span>
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<p>A world-leading authority on ocean mixing, McDougall was recognised for his many contributions, including a redefinition of the thermodynamic description of seawater. The latter <a href="https://csiropedia.csiro.au/science-adopts-a-new-definition-of-seawater/">was accepted by</a> the Intergovernmental Oceanographic Commission in 2009 as a new international standard. </p>
<p>“To receive the Prime Minister’s Prize for Science is an incredible honour, and it’s also an honour for the early career researchers that I’ve been working with for the past ten years,” said McDougall.</p>
<p>“They’ve been integral to some of the results that have been recognised in this prize.” </p>
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Read more:
<a href="https://theconversation.com/the-ocean-is-becoming-more-stable-heres-why-that-might-not-be-a-good-thing-157911">The ocean is becoming more stable – here's why that might not be a good thing</a>
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<h2>Predicting sea level rise</h2>
<p>Earth’s oceans and their role in climate change are also the focus of another prize recipient this year – physical oceanographer and ocean modeller Dr Adele Morrison from the Australian National University (ANU). </p>
<p>She won the Malcolm McIntosh Prize for Physical Scientist of the Year for her innovative methods of modelling ocean circulation around Antarctica.</p>
<p>Morrison’s research has greatly reduced uncertainty in predicting future sea level rise from Antarctic ice sheet melt, driven by warm ocean currents in the Southern Ocean.</p>
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<span class="caption">Adele Morrison’s work has revealed the ongoing impact of warm ocean currents on Antarctic ice melt.</span>
<span class="attribution"><span class="source">Supplied</span></span>
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<p>Such work is particularly pertinent to Australia, with 85% of Australians living in places that could soon be affected by rising sea levels.</p>
<p>Morrison hopes to “inspire the next generation of scientists to unravel new discoveries and technologies that limit the impacts of climate change and our transition to a zero-emissions world”.</p>
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Read more:
<a href="https://theconversation.com/satellites-reveal-ocean-currents-are-getting-stronger-with-potentially-significant-implications-for-climate-change-159461">Satellites reveal ocean currents are getting stronger, with potentially significant implications for climate change</a>
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<h2>Molecular diagnostics and solar cell improvements also recognised</h2>
<p>Several other researchers and inventors received accolades at the ceremony held on November 21 at Parliament House in Canberra.</p>
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<li><p>Adjunct Professor Alison Todd and Dr Elisa Mokany, co-founders of the molecular diagnostics company SpeeDx, received the Prize for Innovation. Their highly advanced diagnostic tests have improved diagnosis and treatments for several infectious diseases and cancers.</p></li>
<li><p>The other Prize for Innovation went to Dr Nick Cutmore, Dr James Tickner and Mr Dirk Treasure of the company Chrysos. They have successfully commercialised an X-ray technology that measures the presence of gold and minerals in ore samples.</p></li>
<li><p>Professor Si Ming Man from ANU was awarded the Frank Fenner Prize for Life Scientist of the Year for his work on inflammation and new therapies for inflammatory diseases.</p></li>
<li><p>The Prize for New Innovators went to University of Melbourne’s Dr Pip Karoly, whose unique seizure forecasting technology is improving the lives of millions of people with epilepsy.</p></li>
<li><p>UNSW Associate Professor Brett Hallam was also awarded the Prize for New Innovators, whose discoveries and patented tech have improved solar cell performance by a whopping 10%.</p></li>
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<h2>Inspiring our youngest future scientists</h2>
<p>Each year, the prizes also include recognition for outstanding achievements in science teaching.</p>
<p>Mr George Pantazis from Marble Bar Primary School in Western Australia was awarded the Prize for Excellence in Science Teaching in Primary Schools for his work integrating First Nations cultural knowledge, including the critically endangered Nyamal language, in the school’s science, technology, engineering, and mathematics (STEM) program.</p>
<p>This “wouldn’t be possible without the support of our teachers and the community, in particular the Nyamal people and their Elders”, said Pantazis.</p>
<p>“This prize is the highlight of my career. I owe it all to the students. Without them, I have nothing.”</p>
<p>The Prize for Excellence in Science Teaching in Secondary Schools went to Ms Veena Nair from Viewbank College, Victoria. She has collaborated with countless academics and industry leaders to not only show students the practical application of STEAM (science, technology, engineering, arts and mathematics) subjects, but also find pathways for them in STEAM careers.</p>
<p>“As a first-generation migrant, I’m deeply thankful to my birth country India, where I got my foundation skills – and to my adopted country Australia, where I was given the wings to fly,” said Nair.</p>
<p>For 23 years now, the Prime Minister’s Science Prizes have been awarded for outstanding achievements in scientific research, research-based innovation and excellence in science teaching. The recipients share a prize pool of $750,000.</p>
<p>This is the first year since 2019 the prizes were held at the Parliament House again, with the 2020 and 2021 events having taken place virtually.</p>
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Read more:
<a href="https://theconversation.com/explainer-whats-the-difference-between-stem-and-steam-95713">Explainer: what's the difference between STEM and STEAM?</a>
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<img src="https://counter.theconversation.com/content/195015/count.gif" alt="The Conversation" width="1" height="1" />
The 2022 Prime Minister’s Science Prizes have been awarded for outstanding achievements in scientific research, innovation and teaching.Signe Dean, Science + Technology Editor, The ConversationLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/957132018-06-10T20:05:11Z2018-06-10T20:05:11ZExplainer: what’s the difference between STEM and STEAM?<figure><img src="https://images.theconversation.com/files/222335/original/file-20180608-191962-1u8e92j.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">There are lots of hands-on learning opportunities popping up in schools and institutes all over the country, generally called "maker spaces".</span> <span class="attribution"><span class="source">Fabrice Florin/flickr</span>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span></figcaption></figure><p><a href="https://www.education.gov.au/review-achieve-educational-excellence-australian-schools">Gonski 2.0</a> urges us to get our children back to basics through the “three Rs” of reading, writing and arithmetic. For educators, there is now a greater need for science, technology, engineering and maths (STEM) concepts to integrate with the arts (STEAM) across the wider curriculum. </p>
<p>We know this because business and industry broadcast that future-ready employees need to have multiple areas of expertise or at least appreciate how a range of skills fit together. </p>
<p>Teachers working in cross-curricular STEAM settings often see their students making connections between concepts and solving problems in new and exciting ways. They demonstrate this by active engagement, their discoveries visible in enthusiastic “aha” moments. </p>
<h2>What’s the difference?</h2>
<p>STEM represents science, technology, engineering and maths. “STEAM” represents STEM plus the arts – humanities, language arts, dance, drama, music, visual arts, design and new media. </p>
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<span class="caption">Leonardo Da Vinci is an early examples of someone using STEAM to make discoveries.</span>
<span class="attribution"><span class="source">Wikimedia Commons</span></span>
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<p>The main difference between STEM and STEAM is STEM explicitly focuses on scientific concepts. STEAM investigates the same concepts, but does this through inquiry and problem-based learning methods used in the creative process. </p>
<p>This looks like groups of learners working collaboratively to create a visually appealing product or object that is based in the understanding of a STEM concept, such as the mathematics of the parabola used to create fine art imagery. </p>
<p>STEAM is not a new concept. People such as Leonardo Da Vinci have shown us the importance of combining science and art to make discoveries. </p>
<p>Indigenous Australians also have a long-standing tradition of scientific knowledge passed down through <a href="https://theconversation.com/the-memory-code-how-oral-cultures-memorise-so-much-information-65649">song as a memory system</a>. </p>
<h2>Why is STEAM important?</h2>
<p>STEAM education in schools provides students with the opportunity to learn creatively, using <a href="http://www.p21.org/our-work/p21-framework">21st century</a> skills such as problem solving. <a href="https://www.education.gov.au/review-achieve-educational-excellence-australian-schools">Gonski 2.0</a> and the <a href="https://www.acara.edu.au/curriculum/general-capabilities">Australian Curriculum</a> highlight the importance of these skills for a future Australian workplace. These general capabilities are crucial to growing a future-ready workforce that understands the potential of “what if” when solving problems that occur in real life. </p>
<p>They also point us in the direction of <a href="http://www.amle.org/Publications/BlogABCsofMiddleLevelEducation/TabId/937/ArtMID/3115/ArticleID/793/The-4-New-22nd-Century-Cs-for-Education.aspx">22nd century</a> skills – connection, care, community and culture. </p>
<h2>Practical applications of STEAM</h2>
<p>Educators and inspiring collaborators like artist/engineer <a href="http://www.stephenmushin.com/">Stephen Mushin</a>, maths rockstar <a href="https://www.youtube.com/channel/UCq0EGvLTyy-LLT1oUSO_0FQ">Eddie Woo</a>, scientist <a href="https://www.britishcouncil.org.au/programmes/science/famelab">Vanessa Pirotta</a>, bio-engineer <a href="https://www.engineergirl.org/2986/Melissa-Knothe-Tate">Melissa Knothe Tate</a> show us how STEM plus the arts works in the real world. </p>
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Read more:
<a href="https://theconversation.com/the-hunt-for-the-superstars-of-stem-to-engage-more-women-in-science-76854">The hunt for the Superstars of STEM to engage more women in science</a>
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<p>A perfect example is artist and designer <a href="http://www.leahheiss.com/">Leah Heiss</a>. She works with nanotechnolgists in biomedical industries to develop jewellery to assist diabetics administer their insulin. </p>
<p>There are lots of hands-on learning opportunities popping up in schools and institutes all over the country. These are generally called “maker spaces”. They encourage collaboration in learning and discovery, using science and tech resources such as soft circuits, embedded video, game creation, data art, and more. </p>
<p>We are beginning to see this type of learning creeping into everyday curriculum. This is particularly so in the <a href="https://www.australiancurriculum.edu.au/">cross-curriculum priorities</a> in the ACARA’s National Curriculum, where the arts context is used to demonstrate STEM concepts and vice versa. </p>
<p>So the idea of “what if?” is not dependent on the purchase of STEAM-specific technologies or even classroom or maker space design. It’s more dependent on the imagination and curiosity of the teachers collaborating with their students. </p>
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Read more:
<a href="https://theconversation.com/steam-not-stem-why-scientists-need-arts-training-89788">STEAM not STEM: Why scientists need arts training</a>
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<p>It’s exciting to see so many STEAM concepts embodied in current popular culture, inspiring confidence in young women in particular. Characters like Shuri in the movie Black Panther - the intelligent, creative and playful technologist - help us move beyond historical stereotypes associated with STEM and inspire new generations of interdisciplinary innovators. </p>
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<p>How can we forget Daria and Eliza Thornberry, Velma from Scooby Doo and Lisa Simpson? All super smart STEM girls using hard and soft skills to solve a wealth of problems, no different from current <a href="http://www.techgirlsaresuperheroes.org/">Superhero Techgirls</a> and <a href="https://www.youtube.com/watch?v=A4r8vTxeLcU">Rosie Revere, Engineer</a>. It’s young people of all backgrounds and abilities who will create our interconnected STEAMy future.</p>
<h2>A STEAMy future</h2>
<p>STEAM is a global movement. For example, Cambridge University’s STE(A)M <a href="https://www.repository.cam.ac.uk/bitstream/handle/1810/274063/Rivers_Publication_STEAM_chapter_9788793609372C11.pdf?sequence=1">education</a> research places professors alongside 12-year-olds. They do live coding to create manipulated music at STEAM education exhibitions. </p>
<p>There’s also the US’ <a href="http://www.next.cc/">NEXT.cc</a> - a weblog of open source creative STEAM experiences, and <a href="https://www.officemax.com.au/STEAMgrants">OfficeMax</a> in collaboration with <a href="https://www.coolaustralia.org/">Cool Australia</a>, which launched a new national initiative to help educators integrate STEAM learning into Australian primary and secondary schools last month. </p>
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<span class="caption">STEAM projects fuse scientific discovery with art, in this case using the mathematics of the parabola used to create fine art imagery.</span>
<span class="attribution"><span class="source">Melissa Silk/Author provided</span>, <span class="license">Author provided</span></span>
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<p>Innovative research and resources like these fully realise the intersections between the arts, engineering, mathematics, science and technology, and the influence they have on each other. </p>
<p>With STEAM, we can challenge preconceptions that learning areas are separate, and move past the “I’m good at maths and science, so I’m not creative” way of thinking. This will change the way we see STEM problems and create a new way of thinking that is engaging, multifaceted and inclusive, with diversity of representation and thought. This is how it is in the real world, after all.</p><img src="https://counter.theconversation.com/content/95713/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Jessica Vovers is a Leonardo for Science Gallery Melbourne.</span></em></p><p class="fine-print"><em><span>Melissa Silk is a director of a small startup called STEAMpop Pty Ltd.</span></em></p><p class="fine-print"><em><span>Bronwen Wade-Leeuwen does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The A in STEAM stands for arts, and it has important influences in science, technology, engineering and maths.Bronwen Wade-Leeuwen, Project Manager, Sustainability Research, Macquarie UniversityJessica Vovers, Chemical and Biomolecular Engineering PhD Candidate, The University of MelbourneMelissa Silk, PhD Candidate, Faculty of Arts and Social Sciences, University of Technology SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/870882018-02-02T05:06:38Z2018-02-02T05:06:38ZWe have a national STEM strategy, but what we need is a successful one<figure><img src="https://images.theconversation.com/files/204503/original/file-20180202-123826-1b77dhp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Every state and territory other than NSW is teaching digital technologies as a subject in 2018.</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>Australian schools are now wrestling with a new digital technologies curriculum. In this new subject, every student in Australia will learn the fundamentals of computer science, data science and coding. </p>
<p>This curriculum change is long overdue. Australian students ranked last in tech skills and interest in technical jobs according to <a href="http://www.experienceinfosys.com/humanpotential">a 2016 report produced for the World Economic Forum</a>, across a global sample of countries. </p>
<p>The lack of capability in STEM is evident in the downward trend of <a href="http://www.oecd.org/pisa/">PISA scores</a> in science and mathematics, identified in the recently published <a href="https://industry.gov.au/Innovation-and-Science-Australia/Australia-2030/Pages/default.aspx">Australia 2030: Prosperity Through Innovation Plan</a>.</p>
<p>The digital technologies subject adds new content to the compulsory curriculum for all students from the start of schooling through to year eight. Although the curriculum provides a framework for challenging and engaging STEM activities, a curriculum alone is not enough to ensure students build these capabilities.</p>
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Read more:
<a href="https://theconversation.com/technology-in-the-classroom-can-improve-primary-mathematics-83431">Technology in the classroom can improve primary mathematics</a>
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<p>The national innovation plan identifies education as the first imperative for Australia’s future economic prosperity. We need to focus on strengthening pre-service and in-service teachers, and better preparing students for post-school STEM careers. The challenge is most educators have limited knowledge and experience in the discipline.</p>
<h2>How and why we got a national strategy</h2>
<p>In 2013, the Office of the Chief Scientist published <a href="http://www.chiefscientist.gov.au/wp-content/uploads/STEMstrategy290713FINALweb.pdf">The National STEM strategy</a> to highlight how important having STEM skilled workers will be to Australia’s economy long-term. The report identified the critical role education plays in ensuring the strategy’s success. </p>
<p>In response, the Australian Education Council produced the <a href="http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/National%20STEM%20School%20Education%20Strategy.pdf">National STEM School Strategy</a>, which was endorsed by the Australian Education Ministers in December 2015.</p>
<p>Before the endorsement of the <a href="https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/">Australian Curriculum: Digital Technologies</a> in September 2015, there was no consistent approach to teaching the fundamental concepts of computer science in Australian schools. We can now expect all states and territories to have this curriculum implemented in some form within the next couple years. The task now is to ensure teachers are equipped to facilitate this change.</p>
<p>The National Innovation and Science Agenda (<a href="https://www.innovation.gov.au/page/agenda">NISA</a>) is one way the federal government has committed to addressing the issue of teacher quality and professional development. Specifically, through their <a href="https://www.innovation.gov.au/page/embracing-digital-age">Embracing the Digital Age</a> initiatives. </p>
<p>This is being supplemented at the state and territory level through initiatives such as the <a href="http://education.qld.gov.au/qld-coding-academy/index.html">Queensland Coding Academy</a> and <a href="https://education.nsw.gov.au/teaching-and-learning/curriculum/key-learning-areas/tas/s4-5/resources">Crack the Code</a> in NSW. There are also independent organisations like <a href="https://codeclubau.org/">Code Club Australia</a>. There is a lot happening in the space. To be successful, we need a sustained and coordinated effort from schools, teachers, and the wider community.</p>
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<img alt="" src="https://images.theconversation.com/files/204508/original/file-20180202-123821-vf0hie.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/204508/original/file-20180202-123821-vf0hie.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/204508/original/file-20180202-123821-vf0hie.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/204508/original/file-20180202-123821-vf0hie.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/204508/original/file-20180202-123821-vf0hie.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/204508/original/file-20180202-123821-vf0hie.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/204508/original/file-20180202-123821-vf0hie.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Teachers need to be supported with professional development so they’re capable of teaching the new curriculum.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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<h2>Embracing the digital age</h2>
<p>In total, over AU$51 million has been invested in these projects federally.</p>
<p>The <a href="https://www.innovation.gov.au/page/embracing-digital-age">NISA projects</a> support digital technologies and digital literacy in schools, including:</p>
<ul>
<li><p>Digital Technologies Challenges - free classroom ready resources for years five and seven, produced by the <a href="https://aca.edu.au">Australian Computing Academy</a> (ACA)</p></li>
<li><p><a href="https://aca.edu.au/workshops.html">face-to-face professional development</a>, delivered by the ACA</p></li>
<li><p>online professional development through the University of Adelaide’s <a href="https://csermoocs.adelaide.edu.au/">CSER MOOCs</a></p></li>
<li><p><a href="https://www.education.gov.au/support-science-technology-engineering-and-mathematics">Digital literacy grants</a> for schools</p></li>
<li><p><a href="https://ministers.education.gov.au/birmingham/new-initiative-enhance-stem-leaders-our-schools">training for principals</a> in implementing school-wide STEM strategies</p></li>
<li><p><a href="https://www.australiancurriculum.edu.au/news/2017/07/digital-technologies-specialists-to-visit-disadvantaged-schools/">additional support for teachers and schools in disadvantaged areas</a> through <a href="https://www.acara.edu.au">ACARA</a></p></li>
<li><p>industry partnerships through <a href="https://www.csiro.au/en/Education/Programs/STEM-Professionals-in-Schools">CSIRO STEM Professionals in Schools</a></p></li>
<li><p><a href="http://www.amt.edu.au/information/for-students/digit/">summer school programs</a> for students in years nine and 10.</p></li>
</ul>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/want-to-solve-our-stem-skills-problem-bring-in-the-professionals-87513">Want to solve our STEM skills problem? Bring in the professionals</a>
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</em>
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<h2>What happens now?</h2>
<p>It is now up to schools to embrace these opportunities and incorporate them into their strategic and operational planning. Some schools have already engaged with the projects, but many others have yet to get started.</p>
<p>Every state and territory other than NSW is teaching digital technologies as a subject in 2018. NSW are yet to announce a date when the new curriculum will be mandatory for all schools. However, that doesn’t mean that even NSW schools can’t start now. The existing curriculum, although limited in scope, still provides opportunities for teachers to get started. Parents and the community can demand action if they’re not satisfied with the current situation in their local primary and secondary schools.</p>
<p>The new digital technologies curriculum is a big change from existing computing education. It is much more than digital literacy (see the <a href="https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/">ICT capability</a>), and so teachers and school leaders cannot take a business as usual approach by only teaching word processing and spreadsheets.</p>
<p>Schools need to ensure all relevant teachers have the time, resources, and support to engage with the new subject in a meaningful way. Programs like the federally funded <a href="https://aca.edu.au/Teachers">Australian Computing Academy</a> and <a href="https://csermoocs.adelaide.edu.au/">CSER Digital Technologies MOOCS</a> can provide both in-person and online support opportunities and resources. </p>
<p>But schools need to set aside substantial professional development time for their staff to properly develop confidence and competence. At a school level, this often comes down to politics, budget and competing demands on staff time. The government, industry and researchers have identified promoting STEM as a priority. Now we need to ensure it happens. We owe it to our students to ensure their education includes the foundations necessary to contribute positively to the modern world. </p>
<p>This curriculum isn’t about creating a generation of programmers. It’s about giving the Australians of the future an understanding and appreciation of how the modern world works so they can meet challenges that don’t yet exist.</p><img src="https://counter.theconversation.com/content/87088/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Nicky Ringland works for the Australian Computing Academy, at the University of Sydney, which has received National Innovation and Science Agenda funding from the Australian Government Department of Education and Training.</span></em></p><p class="fine-print"><em><span>Bruce Fuda works for the Australian Computing Academy, at the University of Sydney, which has received National Innovation and Science Agenda funding from the Australian Government Department of Education and Training. He is affiliated with Information Technology Educators ACT (InTEACT).</span></em></p>Australia now has a national approach to STEM teaching and initiatives, but to make it successful, we need to support teachers and schools to implement it.Nicky Ringland, PhD Student (Computer Science), University of SydneyBruce Fuda, Computing Education Specialist, University of SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/836952017-09-14T22:34:35Z2017-09-14T22:34:35ZTIFF 2017: Movie magic from math and science<figure><img src="https://images.theconversation.com/files/186055/original/file-20170914-9021-44kw0t.jpg?ixlib=rb-1.1.0&rect=823%2C581%2C3408%2C2675&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Michael Shannon and Michael Stuhlbarg in the film "The Shape of Water." </span> <span class="attribution"><span class="source">(Kerry Hayes /Twentieth Century Fox Film Corporation All Rights Reserved)</span></span></figcaption></figure><p>Math and science are hot topics with contemporary filmmakers. Think of the brilliant portrayal of African-American mathematicians and scientists in 1960s NASA in <a href="http://www.imdb.com/title/tt4846340/"><em>Hidden Figures</em></a> or the tale of mathematical genius, Srinivasa Ramanujan, and his groundbreaking work with Godfrey Hardy at Cambridge University in <a href="http://www.imdb.com/title/tt0787524/"><em>The Man Who Knew Infinity</em></a>.</p>
<p>The <a href="https://www.tiff.net/">Toronto International Film Festival (TIFF)</a>, underway this month, is not immune to the charms of math and science, with past crowd-pleasers such as <a href="http://www.imdb.com/title/tt2980516/"><em>The Theory of Everything</em></a> and <a href="http://www.imdb.com/title/tt3659388/"><em>The Martian</em></a>. As a mathematics professor with a love for film and a Patron’s Circle membership that offers access to many of the festival’s premieres, I go on an annual search for STEM-centric movies.</p>
<p>Strange cultural collisions can occur between STEM (science, technology, engineering and mathematics) storytelling and fans. In a cast chat after the TIFF 2015 premiere of <a href="http://www.imdb.com/title/tt2084970/"><em>The Imitation Game</em></a>, Benedict Cumberbatch spoke about the protagonist, Alan Turing, as a mathematician and gay icon. In a now famous incident, his thoughtful reflections on Turing were disrupted by an audience member asking to “<a href="https://www.vanityfair.com/hollywood/2014/09/benedict-cumberbatch-yumminess-toronto">feast on his yumminess</a>.”</p>
<p>Although TIFF made <a href="http://www.hollywoodreporter.com/news/toronto-film-fest-shrink-movie-lineup-by-20-percent-978630">recent headlines about slimming down its slate of offerings</a>, there is no shortage of movies this year to pique my interest. Two movies caught my attention, each with science themes, and I give flash reviews of them below.</p>
<h2>The Current War</h2>
<p><em>1880. The world is still lit by fire</em>.</p>
<p>These words on the opening title card set the stage for <em><a href="http://www.imdb.com/title/tt2140507/">The Current War</a></em>, whose world premiere was at TIFF 2017.</p>
<p>Benedict Cumberbatch plays Thomas Edison, who is in a race with George Westinghouse, played by Michael Shannon, to get electricity to market. Edison is a proponent of direct current, which is safer, more expensive and has less range. In contrast, Westinghouse developed alternating current, which is cheaper but potentially lethal. Alternating current won in the end, but Edison was not willing to easily let go of the fight.</p>
<p><em>The Current War</em> is eerily evocative of the modern race to innovation and commercialization within STEM. </p>
<p>Imagine a present-day Edison as <a href="https://qz.com/941498/elon-musk-has-a-curious-new-sales-pitch-for-the-tesla-model-3/">Elon Musk pitching a new electric car</a>. Director Alfonso Gomez-Rejon does a superb job telling a lesser known story about the commercialisation of electricity set against the backdrop of late nineteenth century Americana.</p>
<p>Cumberbatch is no stranger to playing brooding and complex intellectuals, from Alan Turing to Sherlock Holmes to superhero <em><a href="http://www.imdb.com/title/tt1211837/">Doctor Strange</a></em>. Shannon is a familiar face in science fiction outings, playing the loyal father in <em><a href="http://www.imdb.com/title/tt2649554/">Midnight Special</a></em> and the villain General Zod in <em><a href="http://www.imdb.com/title/tt0770828/">Man of Steel</a></em>.</p>
<p>The movie is lovingly shot, with sumptuous period sets and costumes, and the performances, especially by Cumberbatch and Shannon, are terrific. The kinetic soundtrack forms a perfect accompaniment to the movie’s magical realist elements. The film felt disjointed at times, however, and I found it slow in places — it could use a deeper edit before wide release. </p>
<h2>The Shape of Water</h2>
<p>With a filmography containing <a href="http://www.imdb.com/title/tt0457430/"><em>Pan’s Labryinth</em></a>, <a href="http://www.imdb.com/title/tt1663662/"><em>Pacific Rim</em></a>, and <a href="http://www.imdb.com/title/tt0167190/"><em>Hellboy</em></a>, it is safe to say that monsters are director Guillermo del Toro’s speciality. One of his persistent themes is finding the beauty and wonder in fantastical creatures, and his latest offering is no exception.</p>
<p><em><a href="http://www.imdb.com/title/tt5580390/">The Shape of Water</a></em> is a triumph. I’d wager the film will be a favourite for the Grolsch People’s Choice Award at TIFF and it should go deep into the Oscars. </p>
<p><em>The Shape of Water</em> focuses on the unlikely love story between an intelligent sea creature and a mute woman, played by Sally Hawkins, whose performance is nothing short of breathtaking. Michael Shannon and Octavia Spencer round out a powerhouse supporting cast. Much of the shooting for the movie took place in Toronto, the city del Toro calls home. The premiere was held at the Elgin Theatre in downtown Toronto, and the scenes shot in that historic space garnered enthusiastic applause from the local audience.</p>
<p>There are timely, allegorical messages here. While the scientists want to study the creature and the military wants to weaponize it, a custodian and her friends want to liberate it. </p>
<p>The film’s message is that rather than fear the unknown, we should embrace it. </p>
<p>Science and mathematics help illuminate the darkness as can film. <em>The Shape of Water</em> shines a light and is a perfect commentary for our time.</p>
<h2>Where no one has gone before</h2>
<p>There are so many untold stories of the pursuit of mathematics and science. Wouldn’t it be terrific to see Melissa McCarthy play Emmy Noether, <a href="http://www.nytimes.com/2012/03/27/science/emmy-noether-the-most-significant-mathematician-youve-never-heard-of.html">the most significant mathematician you’ve never heard of</a>? Or how about Jim Parsons playing <a href="http://www.nytimes.com/books/first/h/hoffman-man.html">Paul Erdős</a>, the genius and eccentric mathematician with a love for humanity?</p>
<p>TIFF is an unexpected showcase for films focusing on STEM and it’s wonderful to see more emerge each year at the festival. The box office success of <em>Hidden Figures</em> and <em>the Imitation Game</em> proves that a ticket-buying public relish watching movies featuring mathematicians and scientists.</p>
<p>Bring us more STEM, Hollywood. Audiences are watching and so are Oscar voters.</p>
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<figcaption><span class="caption">Official trailer for the Shape of Water (courtesy FOX Searchlight)</span></figcaption>
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<p class="fine-print"><em><span>Anthony Bonato does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>This year’s Toronto International Film Festival is a further example of how science, technology, engineering and math illuminate movies – and, in the process, our minds.Anthony Bonato, Professor of Mathematics, Toronto Metropolitan UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/818912017-08-28T23:02:15Z2017-08-28T23:02:15ZHow to help kids innovate from an early age<figure><img src="https://images.theconversation.com/files/183481/original/file-20170825-19955-1lhhhfr.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">In school makerspaces, students problem-solve with traditional craft materials alongside
digital technologies such as 3D printing, virtual reality, programmable robots and video work. </span> </figcaption></figure><p>As community <a href="http://spaces.makerspace.com/">makerspaces</a> begin to take root in <a href="http://janettehughes.ca/lab/">Ontario’s elementary schools</a>, students are behaving better. They are also getting higher grades.</p>
<p>What are makerspaces? They’re creative spaces where students can gather to explore, tinker, discover and create, and they’re making students more enthusiastic about school. </p>
<p>In these spaces students are learning how to tinker collaboratively with a problem and keep trying until they find a solution. They are learning to be thinkers, innovators and problem-solvers rather than mere consumers of information. And these are just some of the benefits teachers are reporting. </p>
<p>Makerspaces <a href="http://teacherlibrarian.com/2014/06/18/educational-makerspaces/">support hands-on exploration and learning</a>. They are most often associated with STEM education (science, technology, engineering and math). But really, they’re interdisciplinary, promoting important educational principles such as inquiry, play, imagination, innovation, <a href="https://www.learntechlib.org/p/154441/">critical thinking</a>, problem solving and passion-based learning. </p>
<p>They arise from the wider <a href="http://time.com/104210/maker-faire-maker-movement/">maker movement</a> and they are emerging now in <a href="http://hepg.org/her-home/issues/harvard-educational-review-volume-84-number-4/herarticle/the-maker-movement-in-education">formal education settings</a> globally.</p>
<p>As the founder of MAKE magazine Dale Dougherty states in his 2011 TED Talk: “<a href="https://www.ted.com/talks/dale_dougherty_we_are_makers">We are all makers.</a>”</p>
<h2>Makerspaces in Ontario schools</h2>
<p>In partnership with the Ontario Ministry of Education, the Council of Ontario Directors of Education and the University of Ontario Institute of Technology, I am leading a team of researchers to put makerspaces into elementary schools in 20 Ontario school boards. My research explores how teachers work together to explore news ways of teaching and learning through makerspaces.</p>
<p>Our project began by introducing teachers to a number of innovative ideas and practices in makerspace teaching and learning. </p>
<p>Teachers attended a two-day professional learning session, where they explored digital technologies such as digital circuits, 3D printing, augmented and virtual reality, e-textiles, programmable robots, coding and green screen video work. They had opportunities to collaborate, plan lessons with colleagues and do their own making. </p>
<p>We then gave funding to each of the first 11 school boards — to purchase equipment and supplies for participating schools. Researchers then followed teachers to track their use of tools and technologies and their promotion of student inquiry, creativity, design and critical thinking.</p>
<p>To date, they have created more than 100 maker-focused lesson plans for students in Grades 1 to Grade 8 in both English and French Immersion programs. Nine more school boards have joined for the second year of the project. </p>
<h2>Teaching perseverence</h2>
<p>Teachers in all participating schools stated that their students are more engaged and more motivated when they are learning in a makerspace environment. </p>
<p>They also noticed a reduction in discipline problems. And they recorded improvements in academic achievement, particularly among students with learning disabilities and those who struggle in a traditional classroom setting. </p>
<p>Giving students the freedom to pursue projects that are authentic, meaningful and based on their own “wonderings” or passions has provided opportunities for a more personalized and inclusive learning experience for all students. </p>
<p>Teachers also observed that a variety of 21st-century skills and competencies were developed as a result of the makerspaces, such as problem-solving, communication, collaboration and the development of perseverance. Collaboration was one of the most highly reported competencies developed across all schools. </p>
<p>“In the beginning they were nervous,” said one teacher. </p>
<p>“They wanted me to help them all the time. But once they got the hang of just trying it, figuring it out, knowing that I’m not going to fix the problem for them, then they would persevere.” </p>
<p>What’s particularly noteworthy is that the increase in collaboration emerged not just among the students, but the teachers and staff, as well. Inter-generational and bi-directional learning occurred between students and teachers, peers and students of different ages. </p>
<h2>A maker mindset</h2>
<p>It can be a challenge to implement a makerspace — to motivate and train staff, outfit and maintain equipment and the space, and to build a true maker culture in a school. The benefits, however, outweigh the costs and effort. </p>
<p><a href="http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/meaningful_making.html">Having a maker mindset is key</a>. In order for schools to establish a true makerspace, there must be buy-in and a commitment from staff, students and the wider community — to establish a culture of innovation, trial-and-error, problem-solving, persevering through difficult tasks, learning from mistakes and taking risks. </p>
<p>A makerspace is so much more than a space that houses equipment. A maker culture fosters 21st-century skills such as communication, collaboration and creativity. It offers opportunities for students to share their learning at local and global community levels through Maker Faires and websites such as <a href="http://www.instructables.com">www.instructables.com</a>, <a href="http://www.thingiverse.com">www.thingiverse.com</a> and <a href="http://www.thingiverse.com">www.DIY.org</a>. </p>
<p>In Ontario, we expect significant and sustainable ongoing benefits in teacher practice when the imaginative, integrated and innovative inquiry-based projects are developed, implemented and shared throughout the province.</p><img src="https://counter.theconversation.com/content/81891/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Janette Hughes receives funding from Ontario Ministry of Education through Council of Ontario Directors of Education and Social Sciences and Humanities Research Council. </span></em></p>Creative makerspaces in Ontario schools weave passion with digital technologies to teach 21st century skills.Janette Hughes, Canada Research Chair in Technology and Pedagogy, Ontario Tech UniversityLicensed as Creative Commons – attribution, no derivatives.