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This was such a difficult and fiddly thing to try ha! I only had plain white paper to work with which was fine but I can't say it turned out that great. I had three attempts making a lotus flower while following a video and this was the best outcome out of them...I also think I made the paper too small but anyway- it was very interesting to do!

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STEM Certificate

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Please be aware that resources have been published on the website in the form that they were originally supplied. This means that procedures reflect general practice and standards applicable at the time resources were produced and cannot be assumed to be acceptable today.

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When I first heard about STEM, I originally thought that it was another word for science. It is still for science but learning more about the meaning of STEM opened my eyes up to a whole lot more then first thought. STEM has given the opportunity for us to learn and develop our understandings further of the world around us. It allows for further connections in a variety of learning areas. This enhances our ability to have skills in new things that will better our future and the world we live in. Our world is forever changing and what a better way then allowing for STEM to increase ours and students knowledge and skills for the future.

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On 2 September, Professor Chubb released his recommendations for a strategic approach to science and its related fields. The document can be downloaded here

"Science, Technology, Engineering and Mathematics: Australia's Future outlines what we need to do to build a stronger, more competitive Australia," Professor Chubb said at Parliament House.

"Science is infrastructure and it is critical to our future. We must align our scientific effort to the national interest; focus on areas of particular importance or need; and do it on a scale that will make a difference to Australia and a changing world," Professor Chubb said

"I have outlined how to develop better capacity and capability through strategic investment, good planning and long-term commitment."

STEM: Australia's Future focuses on:

Building competitiveness

Supporting high quality education and training

Maximising research potential

Strengthening international engagement

"We are the only OECD country without a science or technology strategy. Other countries have realised that such an approach is essential to remaining competitive in a world reliant on science and science-trained people," Professor Chubb said.

"I have drawn on the views of our science community and Australian business in framing this set of recommendations. I look forward to continuing working with government in securing a better future for Australia."
Media enquiries: Mick Bunworth 02 6102 8179 or 0410 029 407 Mick.Bunworth@chiefscientist.gov.au

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SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS: AUSTRALIA'S FUTURE

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On 2 September, Professor Chubb released his recommendations for a strategic approach to science and its related fields. "Science, Technology, Engineering and Mathematics: Australia's Future outlines what we need to do to build a stronger, more competitive Australia," Professor Chubb said at Parliament House.

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Understanding the Basics of STEM Education

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What is STEM Education? With all the acronyms that determine hundreds of different areas of education, it is easy to confuse them all. Since 2001, the letters STEM have been a normal part of educational vocabulary. The

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My wigglebot is a struggle! I found this difficult to put together, making things like this is definitely not mt cup of tea! It took me ages to work out exactly what went with what- even the video I followed along with was difficult ha! Anyway, after a long amount of time of trying to get it to work, I eventually made progress. It kind of works. I had to jiggle the battery and motor around a bit to ensure it made some sort of pattern dot drawing on the paper.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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​This site is dedicated to STEM Activities in Primary Spaces. Activities that can be carried out in a Makerspace and that incorporate Science, Technology, Engineering and Mathematics. Our...

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Australian Council for Educational Research - ACER

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Both problem-based learning and project-based learning are referred to as PBL, and some find it confusing to separate the two pedagogies.

So, what is the difference?

Problem-based learning originated in the 1960s and is a teaching pedagogy that is student-centred. Students learn about a topic through the solving of problems and generally work in groups to solve the problem where, often, there is no one correct answer. In short, 'it empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem,' (Savery, 2006).

Project-based learning has its origins back in the work of John Dewey and William Kilpatrick and dates back to 1918 when the term was first used ( Edutopia, 2014). Project-based learning is an instructional approach where students learn by investigating a complex question, problem or challenge. It promotes active learning, engages students, and allows for higher order thinking (Savery, 2006). Students explore real-world problems and find answers through the completion of a project. Students also have some control over the project they will be working on, how the project will finish, as well as the end product.
The differences
The difference between problem-based learning and project-based learning is that students who complete problem-based learning often share the outcomes and jointly set the learning goals and outcomes with the teacher. On the other hand, project-based learning is an approach where the goals are set. It is also quite structured in the way that the teaching occurs.

Project-based learning is often multidisciplinary and longer, whereas problem based learning is more likely to be a single subject and shorter. Generally, project-based learning follows general steps while problem-based learning provides specific steps. Importantly, project-based learning often involves authentic tasks that solve real-world problems while problem-based learning uses scenarios and cases that are perhaps less related to real life (Larmer, 2014).

In conclusion, it is probably the importance of conducting active learning with students that is worthy and not the actual name of the task. Both problem-based and project-based learning have their place in today's classroom and can promote 21st Century learning.
References
Larmer, J. (2014). Project-based learning vs. problem-based learning vs. X-BL. Retrieved from http://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer

Savery, J. R. (2006). Overview of problem-based learning: Deﬁnitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1). Retrieved from http://dx.doi.org/10.7771/1541-5015.1002
Further information also available at:
Leggett, A. (2014). Active learning pedagogies: Problem-based learning. Retrieved from http://www.uq.edu.au/tediteach/flipped-classroom/problem-bl.html

Have you used project-based learning or problem-based learning in your classroom?

What activities did you use to engage the students?

Was there any evidence to suggest that students were more engaged?

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Both problem-based learning and project-based learning are referred to as PBL, and some find it confusing to separate the two pedagogies. So, what is the difference? Problem-based learning originated in the 1960s and is a teaching pedagogy that is student-centred.

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by TeachThought Staff

Projects in the classroom are as old as the classroom itself.

'Projects' can represent a range of tasks that can be done at home or in the classroom, by parents or groups of students, quickly or over time. While project-based learning (PBL) also features projects, in PBL the focus is more on the process of learning and learner-peer-content interaction than the end-product itself.

While some examples of project-based learning might be helpful, it's also useful to understand the big picture: While PBL is a different approach to learning, it's not hugely different from traditional learning from a broad enough perspective. The learning process is simply personalized in a progressive PBL environment by students asking important questions, and making changes to products and ideas based on individual and collective response to those questions. In PBL, the projects only serve as an infrastructure to allow users to play, experiment, use simulations, address authentic issues, and work with relevant peers and community members in pursuit of knowledge.

By design, PBL is learner-centered. Students don't simply choose between two highly academic projects to complete by a given date, but instead, use the teacher's experience to design and iterate products and projects-which often address issues or challenges that are important to them.

The chart by Amy Mayer at the bottom of this post is helpful to clarify many of the important differences between projects and PBL. Ultimately, the biggest difference is the process itself.
Projects
The audiences are generally in the school

Are more about the end-product and less about the learning and process

They are pre-planned and clear

They are based on directions and criteria

They can be done at home without teacher guidance or collaboration

They can be outlined in detail on one piece (or even two pieces) of paper by the teacher

In a project, the 'teacher work' mainly occurs after the work is complete

Are less open-ended and more uniform

Projects are 'turned in' rather than 'published,' presented, or otherwise managed on an ongoing basis (like a business, for example)
PBL
In PBL, the audience is generally outside the school

PBL includes 'need to knows' and progress checkpoints

Input from peers, teachers, community members, experts, and others can help guide and improve the project

The 'teacher work' is done mainly before and during the process itself

PBL Is often based on a driving question and ongoing inquiry, discovery, and iteration

PBL depends on background knowledge, learner choice, technology tools, support from others, and dozens of other factors that result in a process of learning that produces very different results

Image attribution flickr user josekevo; © Amy Mayer, @friEdTechnology, The Original WOW! Academy, www.friEdTechnology.com

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What's the difference between projects and PBL? In PBL, the focus is not on projects but the process of learning through them.