| Summary: | In this paper, we use our qualitative research notes and
observations to portray a model for integrated STEM education and
summarise primary school students’ typical and recurring ways in
which they engaged with each new robot. The purpose of this paper is
two-fold: first, to unpack key elements of the Australian Curriculum:
Technologies in order to support teachers and pre- service teachers to
implement these components, and second, to describe ways in which
teachers can teach authentic integrated STEM education that also
provides opportunities for students to develop and demonstrate 21st
century competencies. Based on data collected from projects
undertaken in a number of school sites over 18 months, we have
developed and share a model for the gradual structured release of
teacher control over student activity in STEM activities, and describe
how this concept can be a basis for in-situ teacher professional
learning. The affordances of robotics and visual programming as a
context for integrated STEM education are discussed, and identified
as promoting “head-heart-hands” learning.
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