Makerspace in STEM

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Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J

SMIC 2018, Jakarta 2-4

^th

November.

Dr Rachel Sheffield

Makerspace in STEM

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Makerspace

Workshop Sheffield SMIC 2018 Jakarta

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STEAM……… Brilliant Idea BUT

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https://curtin-join.groupmap.com/236-046-424

Kahoot.

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STEAM

The conceptualisation of working definition of STEAM

the creation of learning environments in which children’s curiosity about the world

can thrive via systematic, authentic investigations that utilise a range of

innovative and critical thinking skills and

STEAM knowledge and processes

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SCIENCE &

MATHEMATICS Describe,

Understand, Explore, Inquire, Methods

ENGINEERING Design, Create, Innovative Solutions,

Solve, TECHNOLOGY

Products,systems processes, tools

SOCIETY Values, Needs,

Environment, Economy

Provides the scientific basis for…

Provides the tools to investigate…

Supplies design solutions to

produce…

Connectivity and

Influence

(adapted Maynard, 2018)

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What are you engineering today?

What do you think it is?

Creativity:

▪ List 10 things that this item could be?

▪ How can you all create this item with just this 1 prototype

▪ Use the materials provided

(hacksaw, tape measure and pencil) and create your own ‘object’

▪ Discuss with your peers at your table what are the S.T.E and M aspects.

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Science, technology and engineering

Science is the investigation or study of phenomena, aimed at discovering basic understanding of principles.

Natural phenomena

Earth structure

Life of plants Chemical

reactions

Anatomy Universe

Fluid flow Materials

http://www.google.com.au/imghp

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Science, technology and engineering

Technology is a tool or system who’s development depends on scientific knowledge and investigation

Artificial Lightning to test equipment

Woomera Spaceship

Chemical plant Shoes

Train TV Mobile phone

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Science, technology and engineering

Engineering is the design of these tools and systems to become practical, usable and safe

Design better mobile phones

Use computers to design spaceships

Design machines

Design bridges Work out ways to make tablets

easier to take

Work as a team on complicated projects

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Catapults?

Resilience:

▪ Use the link here and watch the video to determine how this is made

▪ Re-create your own using the materials provided (12 pop sticks, elastic bands, spoon tape measure and pencil) and create your own catapult

▪ Discuss with your peers at your table what are the S.T.E and M aspects.

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Resilience or not – how can we can assess these skills

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Table 2: UNESCO transversal competencies including sub-domains (United Nations Educational Scientific and Cultural Organization, 2015 )

Domains Sub-domains

Critical innovative thinking

creativity, entrepreneurship, resourcefulness,

application skills, reflective thinking, reasoned decision- making

Inter-personal skills

Presentation, communication skills, leadership,

organizational skills, collaboration, initiative, sociability, collegiality

Intra-personal skills self-discipline, engagement, perseverance, self- motivation, compassion, integrity, commitment Ethical use of

technology NA

Global citizenship

awareness, tolerance, openness, respect for diversity, intercultural understanding, ability to resolve conflicts,

civic/political participation, conflict resolution, respect for the environment

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Cr iti ca l and inn ov ati v e thi nkin g

Creativity, Entrepreneurship,

Resourcefulness, Application skills, Reflective thinking,

Reasoned

decision-making

Inquiring – identifying, exploring and organising information and ideas element

• pose questions

• Identify and clarify information and ideas

• Organise and process information

Generating ideas, possibilities and actions element

• imagine possibilities and connect ideas

• consider alternatives

• Seek solutions and put ideas into action

• Reflecting on thinking and processes element

• Think about thinking (metacognition)

• Reflect on processes

• Transfer knowledge into new contexts

Analysing, synthesising and evaluating reasoning and procedures element

• Apply logic and reasoning

• Draw conclusions and design a course of action

• Evaluate procedures and outcomes

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Inte r- pers on al sk ills

presentation and communication

skills, leadership, organizational

skills,

collaboration, initiative, sociability, collegiality

Communicating Social awareness

• Appreciate diverse perspectives (students explain how means of

communication differ within and between communities and identify the role these play in helping or hindering understanding of others)

• Contribute to civil society ‘understand relationships (students identify a community need or problem consider ways to take action to address it)

• Understanding relationships (students identify the differences between positive and negative relationships and ways of managing these)

Social management

• Communicate effectively (students identify and explain factors that influence effective communication in a variety of situations_

• Work collaboratively (students contribute to groups and teams, suggesting improvements in methods used for group investigations projects)

• Make decisions (students identify factors that influence decision making and consider the usefulness of these in making their own decisions)

• Negotiate and resolve conflict

• Develop leadership skills

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Intra -personal skil ls

self-discipline, engagement perseverance, self-motivation,

compassion, integrity, commitment

Self-awareness

• Recognise emotion (students explain how the appropriateness of emotional responses influences behaviour)

• Recognise personal qualities and achievements (students describe influence personal qualities and strengths have on learning outcomes)

• Understand themselves as learners (students identify preferred learning styles and work habits)

• Develop reflective practice (students monitor their progress, seeking and responding to feedback from teachers to assist them in consolidating strengths, addressing weaknesses and fulfilling their potential

Self-management*

• Express emotions appropriately (students explain the influence of emotions on behaviour, learning and relationships)

• Develop self-discipline and set goals (students analyse factors that influence ability to self-regulate; devise apply strategies to monitor own behaviour set realistic learning goals)

• Work independently and show initiative (students assess the value of working independently, taking initiative to do so where appropriate)

• Become confident resilient and adaptable (students devise strategies and formulate plans to assist in the completion of challenging tasks and maintenance of personal safety )

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Global citizenship

awareness, tolerance, openness,

respect for diversity,

intercultural understanding, ability to resolve conflicts, civic/political participation,

conflict resolution,

respect for the environment

Understanding ethical concepts and issues element

• Recognise ethical concepts

• Explore ethical concepts in context

• Reasoning in decision making and actions element

• Reason and make ethical decisions

• Exploring values, rights and responsibilities elements

• Reflect on ethical action

Exploring values, rights and responsibilities element

• Examine values

• Explore rights and responsibilities

• Consider points of view

• Recognising culture and developing respect element

• Investigate culture and cultural identity

• Explore, compare cultural knowledge and belief and practices

• Develop respect for cultural diversity

• Interacting and empathising with others element

• Communities across cultures

• Consider and develop multiple perspectives

• Empathises with others

• Reflecting on intercultural experiences and taking responsibility element

• Communities across cultures

• Consider and develop multiple perspectives

• Empathises with others

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Measuring Success

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Planner Example

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https://steminists.weebly.com/

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