Educational institutions

In the final article of a series about a 3-year Australian research project into Problem Based Learning in school-based STEM education, 2 of the teachers who are co-researchers in the project – Melissa Gatt and Frank Fabri – discuss student agency as a necessary condition for meaningful STEM learning.

In the second of 3 articles about research into Problem Based Learning in schools, teachers involved in the project discuss how it has enabled them to reconsider their classroom practice and the conditions necessary for meaningful STEM learning.

In the first of 3 articles about a new Australian project researching Problem Based Learning in schools, Associate Professor Kathy Smith and Dr Jennifer Mansfield discuss the role of teachers as co-researchers and share educator insights on 4 key aspects of the experience.

Researchers from the University of the Sunshine Coast have been working with staff at a Queensland high school to ensure student voice is an integral part in the development of student leadership programs.

Student expectations of their future in education are shifting, a report released today has found. The report – which analyses PISA results from 2003 to 2015 – has shown an overall decline in the proportion expecting to go on to tertiary education.

How can educators help to enhance students’ scientific literacy? A museum-based creative science education program may offer some answers.

The achievements of Sydney high school students who replicated the active ingredient in price-hike drug Daraprim is a tale of resilience and perseverance.

Linking pre-service and classroom practitioners with experts in the real world has led to the development of resources to support maths and science teachers in Australian schools.

In part two of our Q&A with educator Renata Grudic, we find out about the tools and strategies being used to help teachers at Sydney’s Northern Beaches Secondary College (NBSC) build their resilience and wellbeing.

Associate Professor Jane Mitchell, Associate Professor Sara Murray and Jeffrey Larsen share a feedback strategy to encourage students to make a consistent effort in mathematics class, and to help them see a connection between their effort and achievement.