Paper Session 4.1

The University of Sydney

Wednesday 23 November 2022.12:309m - 1:00pm

Violetta Pristel, Vaille Dawson, Christine Howitt

A comparison of implementation approaches and critical thinking development in integrated STEM projects

Contact Author: Violetta Pristel (This email address is being protected from spambots. You need JavaScript enabled to view it.)

^aGraduate School of Education, University of Western Australia, Perth WA 6009 , Australia

BACKGROUND AND AIMS

Critical thinking is a central element of science, technology, engineering, and mathematics (STEM) education. Integrated STEM curricula approaches may assist development of critical thinking however many teachers seem reluctant to use an integrated approach due to lack of implementation guidelines (Toma & Greca, 2018). An integrated approach seeks to locate connections between STEM subjects and provide contexts to nurture learners’ dispositions and competencies to understand and generate multiple solutions to complex ill-structured problems (Corrigan, 2020). The purpose of this study is to contribute to the development of critical thinking abilities in secondary school students by providing information and strategies for curriculum developers and teachers to engage and extend students with integrated STEM projects.

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