In this special podcast episode, we’re joined by both recipients of this year’s Prime Minister’s Prizes for Excellence in Science teaching. Both educators are remarkably dedicated to harnessing curiosity in Science with their students, and in this episode, expand on how they do this so successfully.

Research from the University of Newcastle has shed light on how young people come up with answers to the question ‘what do you want to be when you grow up?’ and the implications for educators.

Can simple prompts help encourage more trainee teachers to apply for placements in rural and remote schools? In today’s Q&A we speak to Dr Karen Tindall, a Senior Adviser at the Behavioural Insights Team Australia about a trial in New South Wales.

At a primary school in Melbourne, students learn the skills of engineering by building their own solar powered vehicles, a task which culminates in a race to see which vehicle runs the fastest. We speak to the Assistant Principal about how it’s enhancing student learning.

What a month we’ve had here at Teacher magazine! From Research Conference, to Science Week, to our very first live event with Dr Lyn Sharratt – there’s so much we’d like to look back on and share with you in today’s podcast.

The Australian Department of Industry, Innovation and Science commissioned a study to examine the attitudes of Australian students towards STEM (Science, Technology, Engineering, Mathematics). In this infographic, we take a look at some of the findings.

It’s National Science Week and a key aim of the annual celebration is to increase engagement and interest in Science. Here, we take a look at what some of the research says about how students perceive Science.

In the first of two articles, New South Wales Science and Maths teacher Michelle Lucas shares an approach she’s developed to drive student agency and improve learning skills.

Earlier this year Kenyan educator Peter Tabichi won the US $1 million Global Teacher Prize. In today’s article we hear more about the work he’s doing in his school to improve the lives of students, teachers and the wider community.

Today’s article explores findings from a recent Australian study that examined two forms of social support from teachers and peers, and their role in reducing adolescent girls’ disengagement over three years of high school.