Overview
It is well recognised that future generations require strong educational foundations in order to navigate our changing world. The renewed national focus on Science, Technology, Engineering and Mathematics (STEM) in primary school education will ensure that young Australians become equipped with the necessary skills and knowledge that they need to succeed in a changing world. STEM education refers collectively to the teaching of the disciplines of science, technology, engineering and mathematics and also to a cross-disciplinary approach to teaching that increases student interest in STEM related fields and improves students’ problem solving and critical analysis skills. In this unit, you will build on the knowledge acquired in previous science, technology and mathematics units. You will apply problem based learning theory and pedagogical principles that underpin inquiry approaches and collaboration to design, conduct and evaluate first hand investigations in the science, technology, engineering or mathematics areas applicable to primary school classrooms. You will consolidate your knowledge in STEM disciplines and develop your pedagogical skills to increase student engagement and participation in STEM drawing upon the relevant Australian curriculum.
Details
Pre-requisites or Co-requisites
Prerequisites: EDCU12038 Teaching for Mathematical Proficiency EDCU12039 Digital and Design Technologies EDCU12040 Biological and Earth and Space Sciences EDCU13020 Mathematics Curriculum EDCU13017 Chemical and Physical Sciences
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student evaluation
Peer feedback
Peer feedback expectations to be clearly defined.
- Applies professional learning to develop knowledge and understanding of how students' learn the interconnectedness of Science, Technology, Engineering and Mathematics (STEM) disciplines
- Selects appropriate STEM content and develops collaborative teaching strategies that apply and use Information and Communication Technology (ICTs) safely, responsibly and ethically through mathematical problem solving; scientific inquiry, engineering and/or technological design principles
- Plan, structure and sequence challenging learning programs that utilise evidence-based research to develop innovative pedagogical practices in STEM
- Differentiate the teaching of STEM content and its variations through teaching strategies that meet the needs of an inclusive and diverse range of students.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus area of:
1.2 Understand how students learn
1.5 Differentiate teaching to meet the specific needs of students across the full range of abilities
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.6 Information and Communication Technology (ICTs)
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
6.4 Apply professional learning and improve student learning
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 45% | ||||
| 2 - Reflective Practice Assignment - 45% | ||||
| 3 - Peer assessment - 10% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - First Nations Knowledges | ||||
| 11 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- MS Teams
- eReading List
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
m.gronow@cqu.edu.au
Week 1
Begin Date: 10 Mar 2025Module/Topic
Introduction to STEM
Chapter
Albion, P. (2015) Project-, problem-, and inquiry -based learning Teaching and digital technologies: Big issues and critical questions, 240.
Kelley, T.R. & Knowledge, J.G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education 3, 1-11.
Students learn more in classrooms that use active learning strategies.
Events and Submissions/Topic
Watch the Unit Coordinator Introduction to Unit recording.
Review the Learning Material workbook.
Make contact with Learning Community Group (LCG) on MS TEAMS.
Week 2
Begin Date: 17 Mar 2025Module/Topic
Science in STEM
Chapter
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Begin a discussion on Assessment Task 1 in your LCG.
Week 3
Begin Date: 24 Mar 2025Module/Topic
Technology in STEM
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Collaborate with your LCG to complete the week 1 step of your Assessment Task 1.
Week 4
Begin Date: 31 Mar 2025Module/Topic
Engineering in STEM
Chapter
King, D. and L. D. English (2016). Engineering design in the primary school: Applying STEM concepts to build an optical instrument. International Journal of Science Education. 38(18): 2762-2794.
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Collaborate with your LCG to complete the week 2 step of your Assessment Task 1.
Week 5
Begin Date: 07 Apr 2025Module/Topic
Mathematics in STEM
Chapter
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Collaborate with your LCG to complete the week 3 step of your Assessment Task 1.
Assessment Task 1 - Part 1 LCG evaluation of 500 draft due on Feedback Fruits.
Vacation Week
Begin Date: 14 Apr 2025Module/Topic
Chapter
Events and Submissions/Topic
Week 6
Begin Date: 21 Apr 2025Module/Topic
Dialogic Teaching and Reflective Practices
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Assessment Task 1 - Part 2 Written Reflection submission due Friday 27 April 2025 11:45pm (AEST)
Written Reflection Due: Week 6 Friday (25 Apr 2025) 11:45 pm AEST
Week 7
Begin Date: 28 Apr 2025Module/Topic
STEM Pedagogies
Chapter
Literacy: A Constructivist Approach for Ages 3 to 8. Redleaf Press. Read the introduction pages 1- 3
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Set a time line for completion of tasks for Assessment Task 2 with your LCG.
Week 8
Begin Date: 05 May 2025Module/Topic
Diversity in STEM
Chapter
Little, A., & León de la Barra, B. A. (2009). Attracting girls to science, engineering and technology: An Australian perspective. European Journal of Engineering Education, 34(5), 439–445.
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Share research and thoughts on readings for Assessment Task 2 with your LCG
Begin report for Assessment Task 2 presentation to your LCG on Feedback Fruits.
Week 9
Begin Date: 12 May 2025Module/Topic
STEM, STEAM and other variations
Chapter
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
STEM unit of work project reports are uploaded to Feedback Fruits your LCG to review and assess for Assessment Task 2.
Week 10
Begin Date: 19 May 2025Module/Topic
STEM and Coding
Chapter
Lloyd, & Chandra, V. (2020). Teaching coding and computational thinking in primary classrooms: perceptions of Australian preservice teachers. Curriculum Perspectives.
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
LCG members review each others STEM unit of work projects reports, give feedback each LCG members reports.
Complete assessment task 2 Part 1 STEM unit of work project presentation peer evaluation rubric on Feedback Fruits (10% weighting of AT2).
Week 11
Begin Date: 26 May 2025Module/Topic
STEM Resources
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Work with LCG in writing and editing Assessment Task 2 Part 2 written submission.
Week 12
Begin Date: 02 Jun 2025Module/Topic
Reflections on STEM
Chapter
Events and Submissions/Topic
Submission of Assessment Task 2 Part 2 written submission (35% weighting) - Due week 12, Friday June 6 2025 11:45pm AEST
Reflective Practice Assessment Due: Week 12 Friday (6 June 2025) 11:45 pm AEST
Review/Exam Week
Begin Date: 09 Jun 2025Module/Topic
Chapter
Events and Submissions/Topic
Completion of Assessment Task 3 Peer Evaluation (10% weighting) - Due week 13, Friday June 13, 11:45pm AEST
Learning Community Group Peer Evaluation Due: Review/Exam Week Friday (13 June 2025) 11:45 pm AEST
Exam Week
Begin Date: 16 Jun 2025Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
In the task you will be required to work collaboratively in your Learning Community Groups (LCGs) and use generative AI to produce a STEM activity based on a socioconstructivist pedagogy using an inquiry learning process.
This task has two components:
Part 1: 500 word draft of your STEM activity presented to Learning Community Group members for review and evaluation.
Part 2: Written reflection report submitted on Moodle for external marking.
AI Use
Within this assessment, the use of Gen AI agents is as follows:
- Gen AI content is used to generate ideas and general structures.
- Gen AI can be used for content editing.
- Gen AI content generation for you to critique and review.
You will be able to use generative AI (ChatGPT, Copilot, Claude, elicit or other sites) to support your work in an ethical and instructive manner.
Part 1- Draft written reflection
All Students will work within their Learning Community Groups (LCG) in preparing a STEM activity and write a draft of their final written reflection (Part 2 of this task) to be uploaded to Feedback Fruits for their LCG members to review and evaluate.
In your LCGs, you can use generative AI to share ideas, research and support each other in the preparation of your report.
To avoid being disadvantaged in the completion of this task, all LCG members should commit to the timeline suggested for completion of this task. The Part 1 draft written reflection is uploaded to Feedback Fruits is reviewed and evaluated by each LCG member. Students complete Part 2 below using their LCG members’ reviews.
Part 2 Written Reflection Report
A 1000 - 1500 word written reflection report written in academic style using APA7 formatting and referencing is submitted for marking. This report may be written in the first person.
This written reflection report of the STEM activity includes references to the literature that framed the STEM activity, references to the Australian Curriculum (v9) (strands, sub-strands, content descriptions, elaborations, and General Capabilities) are essential. This written report is an independently written reflection of the processes undertaken, the development and research of your STEM activity that includes your understanding of socioconstructivism, and inquiry learning.
This written reflection report MUST include feedback received from your LCG members, and your commitment to the LCG. It is marked independently to your Part 1, consequently your LCG members do not influence the marking of this written reflection report.
Week 6 Friday (25 Apr 2025) 11:45 pm AEST
Submit task as a single word document (not a pdf) without any attachments.
Week 9 Friday (16 May 2025)
Marked assessment tasks will be returned with annotation on manuscript and completed criteria grading sheet with comments. Submissions over the 1500 word limit may not receive feedback.
In this assessment, the student will be assessed on their:
- Understanding of integrating the STEM disciplines from the varied components of the Australian Curriculum in a real-world context.
- Understanding of socioconstructivist pedagogy and inquiry learning processes in a real-world STEM activity.
- Understanding and ethical use of AI in STEM teaching and learning.
- Professional engagement with colleagues through Learning Community Group collaboration.
- Self-reflection of engagement and understanding of STEM teaching and learning.
- Reflection is presented as a written narrative in an academic style adhering to APA7 formatting and referencing procedures.
- Applies professional learning to develop knowledge and understanding of how students' learn the interconnectedness of Science, Technology, Engineering and Mathematics (STEM) disciplines
- Selects appropriate STEM content and develops collaborative teaching strategies that apply and use Information and Communication Technology (ICTs) safely, responsibly and ethically through mathematical problem solving; scientific inquiry, engineering and/or technological design principles
- Plan, structure and sequence challenging learning programs that utilise evidence-based research to develop innovative pedagogical practices in STEM
- Differentiate the teaching of STEM content and its variations through teaching strategies that meet the needs of an inclusive and diverse range of students.
2 Reflective Practice Assignment
In the task you will be required to work collaboratively in your Learning Community Groups (LCGs) and use generative AI to produce a STEM unit of work project.
This task has two components
Part 1: STEM unit of work project presentation, reviewed and evaluated by your Learning Community Group members.
Part 2: Written report submitted on Moodle for external marking.
AI Use
Within this assessment, the use of Gen AI agents is as follows:
- Gen AI content is used to generate ideas and general structures.
- Gen AI can be used for content editing.
- Gen AI content generation for you to critique and review.
You will be able to use generative AI (ChatGPT, Copilot, Claude, elicit or other sites) to support your work in an ethical and instructive manner.
Part 1- STEM UNIT OF WORK PROJECT presentation
All Students MUST collaborate with their LCGs in the preparation of their individual report to be submitted on Feedback Fruits for reviewing and evaluation by their LCG members.
In preparation for this presentation, students can use generative AI share ideas, research and support each other in the preparation of their report.
The presentation will involve each LCG member presenting a 5-10 minute to their LCG of a STEM unit of work project.
LEARNING COMMUNITY GROUP (LCG) Presentation on Feedback Fruits
Each LCG member gives the presentation of their STEM unit of work project to their LCG members on Feedback Fruits. Each LCG member reviews other LCG member's reports by answering a set Report Criteria Questions. Each LCG member reviews their own recording and completes their self-reflection report. Once the LCG reviews are complete, each LCG member evaluates each other’s reports using the Feedback Fruits rubric.
Part 2 Written Report
The 1000 word written report is submitted as a reflective practice task.
This is a written report in academic style using APA7 formatting and referencing guidelines of the STEM unit of work project development process.
This written report:
- Includes to the literature that framed the STEM unit of work project, references to the Australian Curriculum (v9) (strands, sub-strands, content descriptions, elaborations, and General Capabilities).
- Is not a script or a reproduction of your report, it is an independently written reflection of the processes undertaken, the development and research of your STEM unit of work project done to complete the STEM unit of work report presentation.
- Is a personal reflection, which can be written in the first person, of the research undertaken to complete this task and feedback received from your LCG members.
- Is marked independently of your LCG members. Your LCG members involvement in this task does not influence the marking of this written report. However, LCG members who do not engage with the LCG will be severely disadvantaged.
Week 12 Friday (6 June 2025) 11:45 pm AEST
Submit task as a single word document (not a pdf) without any attachments.
Marked assessment tasks will be returned with annotation on manuscript and completed criteria grading sheet with comments. Submissions over the 1500 word limit may not receive feedback.
In this assessment students will be assessed on:
- Understanding of integrating the STEM disciplines from the varied components of the Australian Curriculum in a real-world context.
- Integrates the STEM disciplines and its variations in a STEM unit of work.
- Exhibits evidence-based research that informs the development of pedagogical practices in STEM education.
- Demonstrates understanding and inclusion of the STEM education practices meeting the needs of an inclusive and diverse range of students.
- Professional engagement with colleagues through Learning Community Group collaboration.
- Self-reflection of engagement and understanding of STEM teaching and learning.
- Research presented as a written narrative in an academic style adhering to APA7 formatting and referencing procedures.
- Applies professional learning to develop knowledge and understanding of how students' learn the interconnectedness of Science, Technology, Engineering and Mathematics (STEM) disciplines
- Selects appropriate STEM content and develops collaborative teaching strategies that apply and use Information and Communication Technology (ICTs) safely, responsibly and ethically through mathematical problem solving; scientific inquiry, engineering and/or technological design principles
- Plan, structure and sequence challenging learning programs that utilise evidence-based research to develop innovative pedagogical practices in STEM
- Differentiate the teaching of STEM content and its variations through teaching strategies that meet the needs of an inclusive and diverse range of students.
3 Peer assessment
Students will be evaluating each LCG members' commitment and the quality of their involvement to the LCG during the term on the SPA peer evaluation application.
Students will be required to give a grade of 0 - 5 for each group member based on 10 criteria questions given in the SPA questions. The questions involve quality of involvement and commitment to the Learning Community Group.
The total mark, given by the LCG members will be recalculated to a mark out of 10, students will not be disadvantaged if a LCG member withdraws from the course or fails to complete this assessment.
The final mark from SPA will be 10% of the student's final mark.
Review/Exam Week Friday (13 June 2025) 11:45 pm AEST
Complete peer evaluation on SPA application from the assessment task 3 section on Moodle
No Assessment Criteria
- Applies professional learning to develop knowledge and understanding of how students' learn the interconnectedness of Science, Technology, Engineering and Mathematics (STEM) disciplines
- Selects appropriate STEM content and develops collaborative teaching strategies that apply and use Information and Communication Technology (ICTs) safely, responsibly and ethically through mathematical problem solving; scientific inquiry, engineering and/or technological design principles
- Plan, structure and sequence challenging learning programs that utilise evidence-based research to develop innovative pedagogical practices in STEM
- Differentiate the teaching of STEM content and its variations through teaching strategies that meet the needs of an inclusive and diverse range of students.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
