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.  

Key findings

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.
No comment added yet.
VIEW MORE COMMENTS View fewer comments (0)

Other research



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

Translating research into resources that can be used by teachers


Content copied successfully


  • !
  • !
  • !
Expect approximately one email a month.
Privacy Policy

Thanks for subscribing

Check your inbox

We’ve sent an email to you