Teachers and Curriculum

Abstract

This article explains a case study undertaken for the purposes of answering the research questions: What does STEM education look like in a Year 7/8 New Zealand classroom? How do Year 7/8 students engage in the interdisciplinary approach of STEM education? Do/how do students value STEM learning in contrast to individual subject learning? This case study focused on a STEM unit of work with data collected through pre- and post-unit surveys, observations and student journals. Findings illustrate that students find STEM learning an engaging and interesting avenue for developing a deeper understanding when their learning is situated within a context they can connect with. The case study discussed in this article provides a rich example of STEM teaching and learning that will, hopefully, be informative for other teachers and researchers interested in exploring the integration of STEM education in the New Zealand setting.

https://doi.org/10.15663/tandc.v21i0.368
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