Journal of New Approaches in Educational Research
Natalie McMaster, David A. Martin, Michael D. Carey & Janet Martin
Internationally, there is an under-supply of intellectual capital to provide for STEM-related employment. One contributing factor is the low number of female students selecting STEM school subjects and careers. Despite the literature recommending students engage in STEM activities earlier, many initiatives are not implemented until high school. This paper reports on an Australian project named MindSET-do which provided students with early positive STEM experiences prior to high school to raise awareness of, interest in, and aspirations for STEM-related subjects and careers.
Regional Partnership Agreement (RPA) project with Sunshine Coast Council and UniSC
Encouraging Early Career Aspirations in STEM: Sunshine Coast
Natalie McMaster, Michael D. Carey, Merrilyn Goos & Janet Martin
This research project was an opportunity for UniSC and the Sunshine Coast Council to work together on a key research initiative that assisted in establishing the Sunshine Coast as Australia’s most sustainable region: Healthy. Smart. Creative. The project strengthened the ongoing investment and focus on talent and skills to provide the labour force pipeline that the region’s new economy required in the future. Unique to this project was its potential to impact future industry growth and innovation and deliver economic, environmental, and social benefits. This was due to the project targeting students in primary school (Years 4, 5, and 6), as well as teachers and parents/caregivers in career and technical education.
Longitudinal Research Project
Encouraging Early Career Aspirations in STEM
Natalie McMaster, Michael D. Carey, Kate Williams, Emily Ross & Sarah Glencross
This long term study focuses on exploring the degree of effectiveness of UniSC’s MindSET-do School project. The MindSET-do School project is funded through the Australian Government Department of Education and Training’s Higher Education Participation and Partnership Program (HEPPP). The UniSC MindSET-do School is an initiative which aims to widen the participation of low SES students’ in accredited undergraduate qualifications at UniSC. The UniSC MindSET-do School will provide students in Years 4 – 10 in Quartile 1 & 2 schools with familiarity opportunities for direct exposure to STEM activities and experiences, with a view to garnering interest in STEM subjects at school, future transition into tertiary studies and STEM occupations.
Addressing the gender gap in STEM education across educational levels
Addressing the gender gap in STEM education across educational levels
Maria Evagorou, Blanca Puig, Dury Bayram & Hedvika Janeckova
The MindSET-do research team have had their research cited in the European Commission analytical report on Addressing the gender gap in STEM education across educational levels. Despite progress, women and girls remain significantly underrepresented in STEM fields, especially in careers. The report highlights the need for a comprehensive, multi-level approach involving educational reforms, policy interventions, and societal changes to address this gap. It focuses on identifying key factors influencing girls’ participation in STEM and successful strategies to enhance their involvement. The report stresses the importance of primary schooling in shaping STEM interest and calls for more research and interventions at this educational level to address gender disparities.
Strengthening Maths and Digital Technologies Research Project
Emily Ross, Margaret Marshman & Natalie McMaster
Governments have invested in STEM education for several years to support science, technologies, engineering, and mathematics learning. As the Australian Curriculum: Technologies was implemented, teachers were required to have content knowledge of specific educational technologies and pedagogical content knowledge relating to digital technologies. There has been some support for teachers embarking on their implementation journey. As the revisions to the Australian Curriculum create tighter alignment between Mathematics and Digital Technologies, increased opportunities for integrated STEM learning are present in the curriculum. This project explores the number and strength of potential barriers for teachers implementing integrated technology and mathematics activities.
TPACK self-audit instrument and preservice teacher self-efficacy
Natalie McMaster, Michael D. Carey, David Martin, Kate Williams & Natalie Kidd
Since 2022, the MindSET-do research team has been conducting research into the self-efficacy of preservice teachers and their confidence to integrate digital technology in the classroom. The team developed and validated a self-audit survey instrument that evaluates preservice teachers’ confidence to use technologies to support student learning.