Barlow, J. L & Ellis, D. (2016). Are the T and E dimensions being recognised in the Australian STEM Education Discourse?. Creating Contexts For Learning in Technology Education, 8-14. Australia: Design and Technology Teachers Association - Australia.
STEM education ostensibly consists of four ‘interrelated’ subject disciplines. However Science, and to a lesser extent Mathematics have traditionally dominated over the Technology and Engineering (the T and the E) dimensions, as they have become less visible in contributing to the STEM education space. While there are a number of significant factors which have supported the continuation of this situation, a contemporary and relevant STEM education space needs to be seen as one which identifies and actively supports both the interaction between and the appropriate integration of the four subject disciplines with equal status. This paper will present a brief overview of the evolution of STEM education with an emphasis on recent Australian Government publications, analysing whether Technology and Engineering learning experiences are being harnessed to actively integrate and support a STEM education space or not. This analysis begs the question whether STEM education is being supported in Australia?
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