Our research focuses on strengthening integrated STEM education and advancing STEM (Science, Technology, Engineering, and Mathematics) disciplines more broadly by connecting with teacher educators and practicing teachers, in Australia and internationally.
STEM plays a critical role in preparing individuals and societies for the demands of a rapidly evolving, technologically advanced world. STEM education underpins economic growth, drives technological innovation, and equips nations to address complex global challenges, such as environmental sustainability, public health crises, and artificial intelligence.
Building critical skills
As the world becomes more interconnected and reliant on technology, fostering STEM capacity is essential not only for building a skilled workforce but also for empowering individuals to function as informed, critical-thinking citizens in modern society.
Complementary goals
We align with the overarching goal of transforming education to meet future societal needs and complement other initiatives by focusing specifically on how STEM disciplines can empower learners and communities to navigate and shape an uncertain and complex future. By rethinking STEM education we contribute to a cohesive vision of lifelong learning, equity, and innovation in education.
Our work
We focus on advancing integrated STEM education by addressing the disconnect between education policy and the realities in schools and initial teacher education.
Creating a shared understanding
Through identifying current practices and motivations in STEM education, and exploring teacher educators’ perceptions nationally and internationally, the team seeks to develop a shared understanding of challenges and the evolving nature of STEM disciplines. This equips teacher educators to better support future teachers and schools.
Addressing key challenges
Key challenges addressed include:
- increasing STEM engagement
- improving equity and access
- fostering interdisciplinary teaching approaches
A multi-disciplinary team
The team brings diverse expertise to this work.
- Associate Professor Dr Margaret Marshman focuses on building mathematics teachers’ capacity, improving teaching effectiveness and student outcomes in the mathematics that underpins STEM.
- Dr Natalie McMaster leads the MindSET-do team, engaging students in STEM and encouraging transitions to STEM careers.
- Dr Joseph Scott connects STEM with well-being by researching initiatives that empower young people to lead healthy, active lifestyles.
- Erin Siostrom explores career changers entering STEM teaching, addressing workforce shortages.
Action towards the sustainable goals
By fostering innovative pedagogies, enhancing teacher capacity, and engaging students, this theme aims to shape the future of STEM education and inspire the next generation of STEM professionals supporting the Stainability Development Goal (SDG) 4 Quality Education which underpins many of the other SDGs.
Publications
Carey, M., Martin, D., and McMaster, N. (2024) The development and validation of a self-audit survey instrument that evaluates preservice teachers’ confidence to use technologies to support student learning. International Journal of Research & Method in Education.
Dunn, P.K., Brunton, E., Marshman, M., McDougall, R., Kent, R., Masters, N., and McKay, D. (2023) The first paragraph is as good as it gets: STEM articles in Wikipedia and opportunistic learning. College Teaching 71(1) 56-65.
Marshman, M. & Dunn, P.K. (2024). Developing Statistical Thinking Using Experiential Learning While Learning to Teach Secondary School Statistics. Mathematics Teacher Education & Development 26 (2).
Martin, D., Carey, M., McMaster, N., and Clarkin, M. (2024) Assessing primary school preservice teachers’ confidence to apply their TPACK in specific categories of technologies using a self-audit survey, The Australian Educational Researcher.
Milford, S., Vernon., L., Johnston, N., Scott, J. J. (2024) Parent self-efficacy and child and adolescent screen viewing: A scoping review, Human Behavior and Emerging Technologies.
Reid-O’Connor, B., Marshman, M., Ingram, N. and Grootenboer, (2024) Research in the Affective Domain in Mathematics Education In Mesiti, C., Seah, W.T., Kaur, B., Pearn, C., Jones, A., Cameron, S., Every, E., and Copping, K. (Editors). Research in Mathematics Education in Australasia 2020–2023. Pp.213-240.
Siostrom, E., Mills, R, and Bourke, B. (in press) Understanding the reasons why career changers pursue or pass on a STEM teaching career: a Best-Worst Scaling (BWS) approach. Australian Educational Researcher.
Strachan, A. and Siostrom, E. (2024) Opportunities and excellence: What can we learn from the Australian Science Curriculum. Education in Science. 295 (12-14) Association of Science Education.
MindSET-do
STEM-based learning for students, teachers, parents and community.
News
Primary school program addresses STEM gender gap
UniSC will lead an evidence-based Australian school program to help young girls catch the STEM bug early and to believe in their ability to succeed in science, technology, engineering and maths.
From medicine to the classroom: Teaching the next generation
Former medical doctor Ashwita Venkatesh is using an innovative approach to teaching psychology to senior high school students after completing a Master of Teaching at UniSC.
USC helps to boost technology teaching in schools
A USC program is helping to equip educators with better ways to teach technology to primary school students.
The worst of the pandemic seems over but the kids are not okay, study finds
Young people around the world – including Australia – will feel the fallout of the COVID pandemic for years to come, say the University of the Sunshine Coast researchers behind a new global resource to support them.
Teachers need more support to deliver key health lessons to kids
Graduate teachers need more information to promote physical activity, sun safety and sleep health to school children across Australia and New Zealand, according to new research.