Chapter 5 links practice to theory with a discussion of the range of formal and informal teaching approaches that can be used with young children to enhance their science learning. It outlines the importance of such strategies as scaffolding and targeted explorations. Using illustrative case studies, attention is paid to process skills, guided discovery, the interactive approach, inquiry learning, problem-based learning and project-based learning. Whether through the processes of science, such as the development of observation, or through the skilful questioning of the EC professional, the approach used should enhance children’s science learning. The chapter includes a discussion on the importance of children’s prior knowledge in terms of the teaching and learning of science.

This chapter presents a range of inquiry-based approaches for scaffolding learning experiences in science education using a constructivist theoretical framework. Discussion will focus on understanding the underpinning constructs of inquiry-based approaches using the 5E approach and project-based learning as contemporary examples. The components of how single and sequenced science lessons/learning experiences can be designed to optimise students’ learning of targeted concepts will also be discussed.

The development of the sociological imagination is central to undergraduate training in sociology. Undergraduate research experiences (UREs) are one powerful pedagogical approach to helping students critically observe and analyze the complexity of social life. This chapter (1) explores the roots of UREs insociology; (2) examines the literature on infusing and scaffolding course-based undergraduate research experiences (CUREs), attending to successful models implementing CUREs in several types of sociology courses, across the curriculum, and as an integrated departmental approach; (3) details benefits and challenges of implementing CUREs from various stakeholder perspectives, and (4) shares thoughts on the path forward to further infuse undergraduate research in the sociology curriculum.

Student undergraduate research experience is a priority for higher education in Russia. The national long-term social and economic development document states that project-based learning is central to preparing students for the realities of the professional world. New government educational standards were developed to provide universities with the flexibility to introduce key undergraduate research activities to their curricula. This chapter gives a brief overview of the national higher education system in Russia, describes the administrative and cultural framework for undergraduate research, presents best practice examples, and provides an outlook on possibilities for future development.

Assessments need to demonstrate that students have achieved the intended outcomes as anticipated. For students to succeed, they also need to be assessed in ways that support their learning and for tasks to be structured in a way that is ongoing, so they can learn and grow from the feedback. Thus, assessment is meant to be more than an exam or an assignment that is given at the end of the unit. An integrated STEM project draws upon multiple disciplines. This chapter is about assessment, project based-learning, integrated STEM, the Australian Curriculum and the connections between them. It also raises some of the issues and challenges that have been highlighted in the literature on these areas. The chapter also focuses on how diagnostic, formative and summative assessments can be administered. Connections are made between these assessment strategies and how they can be situated in some of the projects that are presented in this book. The chapter also presents some suggestions on how the General Capabilities of the Australian Curriculum can be incorporated into integrated STEM projects.

In this chapter, we first introduce reades to the book and recommend how it could be used. The ‘reverse’ sequencing of content and activities throughout the book – early introduction of classroom-ready activities rather than theory and other considerations – is unlike most textbooks in the STEM education genre and is a deliberate strategy designed to provide you with the most useful sections that are hands-on and engaging before we explain the literature behind these ideas. Second, we discuss the importance of STEM education in today’s primary classrroms and how the approach we present in this book will help you to implement engaging learning experiences for students. Third, we provide some information about project-based learning and why we feel this is the most useful approach to adopt when planning integrated STEM learning and teaching experiences. Finally, we present a Garden Challenge as an example of an integrated STEM project.

Human health in primary school contexts is a perfect launching pad for integrating STEM as well as health and physical education learning outcomes, and should focus on promoting and sustaining students' emotional, physical and social wellbeing. The environment, lifestyle choices, accidents and disease are significant factors influencing human health, and for primary-aged children it is important that learning opportunities link these areas to their out-of-school lives. Cross-cultural understandings are understood and reinforced when in-school and out-of-school experiences are integrated, and they also provide opportunities for developing students' future decision-making capabilities. This chapter presents some common alternative conceptions associated with human health, and describes three integrated STEM projects linked to current issues in primary school. The F–2 project looks at designing and producing a hat for a pet, the 3–4 project involves an optimal exercise program, and the 5–6 project focuses on developing an online social media platform for tweens.

Should cars be fuelled by petrol or electricity? Should houses use electricity sourced from a renewable resource such as solar panels, or from a coal-fired power station? Energy is a significant topic from both a global and local perspective, with topical election issues such as these polarising the community. Energy cannot be seen directly – we can only experience its effects as it interacts with living things and materials, In the F–6 energy learnng progression in the Australian Curriculum, there is a focus on sound energy in Years F–2, on heat energy in Years 3–4 and on electrical energy in Years 5–6. Investigating the properties of a range of energy forms such as light, sound, heat, movement and electrical energy, and how they interact with materials, provides students with entry points to identify solutions to real-life issues. This chapter presents some common alternative conceptions associated withenergy, then describes three integrated STEM projects for primary school children.

Research suggests that learning and engagement are enhanced when students are presented with design challenges that enable them to apply their knowledge and skills of coding to create tangible products. In contrast, when coding concepts are taught in isolation, the intended outcomes are not delivered as anticipated. Researchers have reported that connecting coding with social sciences and the arts results in significant improvements in students' understanding of computational practices and concepts, and enhanced levels of motivation.This chapter presents three integrated STEM projects for Years F–2, 3–4 and 5–6 where students are encouraged to develop their coding skills within a STEM context. These projects showcase how tangible outcomes can be delivered by integrating knowledge and understanding from science, mathematics, and design and technologies into coding activities.

There is a long and rich history of human discovery related to space. Before we developed telescopes, patterns (constellations) of far away suns (stars) in the sky were used as signposts for travelling. This chapter presents explanations of a range of commonly held space-related alternative conceptions. It then provides three integrated STEM projects for Years F–2, 3–4 and 5–6. Primary-aged children should be exposed to learning opportunities that encourage their ability to make accurate observations, to critically evaluate their meaning and to use this information in their daily lives. Space is an intriguing and engaging contextwithin which to develop these skills.