STEM education for the twenty-first century: A New Zealand perspective

Bruce Granshaw

Abstract


This paper clarifies the nature of STEM education and how it could fit within the New Zealand Curriculum (NZC) structure. It also considers aspects of course design and adaptations of the National Certificate in Educational Achievement (NCEA) required for successful inclusion within secondary school learning programmes. The paper also discusses some problems and challenges of developing such programmes which require students to interact with, or integrate knowledge from the science, technology, engineering and mathematics learning areas. It finds that rather than replacing established curriculum areas, a STEM course can run parallel to them providing extended learning opportunities for students which are not presently common in New Zealand.


Keywords


STEM education; course design; senior assessment; integration; interaction

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DOI: http://dx.doi.org/10.15663/ajte.v3i1.43

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