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Real world problems and issues are the focus of STEM lessons.

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STEM: Science, Technology, Engineering, and Mathematics.

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STEM lessons are guided by the Engineering Design Process which focuses of developing solutions.

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When partaking in STEM lesson students are able immerse themselves in hands on inquiry and open ended exploration.

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Applying maths and science content that the students are learning into their STEM lesson allows them see how they work together to solve problems and are not just isolated subjects.

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STEM lesson don't confine students to one answer problems and failure is a part of the learning process.

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Inquiry-based instruction very clearly contains surface, deep, and implicit structures as well as engages students to
think and act like scientists

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Students’ knowledge and natural curiosity is pivotal to learning. Based on Dewey’s philosophy that education begins with the curiosity of the learner.

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The most important modern conception of STEM education might be the notion of integration—meaning that STEM is not four seperate disciplines but is the
purposeful integration of the various disciplines as used in
solving real-world problems.

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Contemporary models for inquiry-based instruction include Bybee’s
(1993) 5E model of Engage, Explore, Explain, Elaborate, and Evaluate.

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Gowin's Vee diagram-helps one observe the interplay between what is known and what needs
to be known or understood.

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With inquiry-based instruction, the teacher’s role is that of a guide and
knowledgeable expert who continuously assesses students’ understanding formatively and challenges them to further their understanding.

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STEM can be a variety of activities, but it usually includes the replacement of traditional lecture-based teaching strategies with more inquiry and project-based
approaches.

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STEM education is important as it can improve the overall quality of education to prepare
students for jobs in a 21st-century workforce.

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There is not one solid definition of STEM, different people have different views on this topic and what it means. There is no "common conceptualisation of STEM".