Translating research into resources that can be used by teachers
Currently, STEM policy in Australia is primarily based on government commission research reports that cite the same sources.
This leads to policies focusing on the same issues, without a reliable evidence base. It also prevents the government from accessing new, more relevant bodies of knowledge – created through recent academic research – that could reinforce, refute or solve these problems.
Conducted by Professor Deborah Corrigan, the study revealed several key findings:
- The majority of STEM policies do not use up-to-date academic research as their evidence base
- When translating research into action, it’s important to consider how the action engages learners on different levels (i.e. intellectual, emotional, behavioural)
- There is a lot of current, publicly accessible data that can be used to inform policy
- People must apply a rigorous research lens to interrogate data – and inform diverse interpretations of data
- It’s critical to use the knowledge of how people learn and engage with STEM to give practitioners better resources to enhance their practice.
More than the ATAR: the special qualities needed to be a teacher
Innovation and Entrepreneurship as Economic Change Agents: The Role of STEM Education in Australia
Impending STEM Shortages in Australia: Beware the 'Smoke and Mirrors'
You may republish this article online or in print under our Creative Commons licence. You may not edit or shorten the text, you must attribute the article to Monash Education Futures, and you must include the author’s name in your republication.
If you have any questions, please email firstname.lastname@example.org