STEM Learning in the Early Years (EDUC91061)

This subject explores Science, Technology, Engineering, and Mathematics (STEM) pedagogies situated in lifeworlds, specifically on Country. This subject is framed within the Australian Early Years Learning Framework and the Victorian Early Years Learning and Development Framework. Situating STEM Learning is articulated through the lived experiences of Teacher Candidates to inform early years STEM pedagogies and curriculum, making learning visible through pedagogical documentation and narration for sustainable and just futures. Teacher Candidates will develop skills of STEM teaching and learning, and how young children learn through inquiry and play. Candidates will develop an understanding of the early years STEM pedagogies and curriculum, making learning visible through the developmental framework, experiences on placement and discussion within workshops.

Topics covered in this subject include acknowledging and coming into relation with STEM pedagogies, exploring the environmental sciences, new technologies, place-based engineering, and ethnomathematics. Central to these topics is the relationship between/within STEM and culture.

Intended learning outcomes

On completion of this subject, Teacher Candidates should be able to:

• Critically engage with and reflect on how ways of being, knowing and doing impact scientific literacies of Place through the advancement of relational pedagogies, learning environments and education for sustainability.
• Using new technologies apply the languages of STEM to communicate multimodal learning experiences in Australian early childhood contexts.
• Identify, analyse and evaluate pedagogies for situating STEM learning that includes Indigenous STEM knowledge.
• Engage and participate in formative and summative approaches to assessment, supporting student engagement and contributions towards shared learning strategies.

Generic skills