Introduction
STEM education has been receiving increasing attention over recent years. It is seen to offer the potential to enhance development of various “soft’ skills”; sometimes known as twenty-first century skills (Cronin 1996). These skills include, but are not limited to, creativity, innovation, critical thinking, decision-making, problem-solving, metacognition, collaboration, and communication.
STEM education is claimed to present a solution to preparing young people for jobs of the future. The Chief Scientist’s Office of Australia reports that there is a growing demand for STEM qualified employees (Prinsely and Barayai 2015).
Additionally, STEM education is seen as a potential approach to reversing high levels of disengagement with science and mathematics. Disengagement with these areas is reported to begin in primary school (Sullivan et al. 2006; Martin et al. 2012).
With the promise of STEM education as a rationale, academics within the University of Melbourne, Melbourne...
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Symons, D., Blannin, J. (2020). Empowerment and Disempowerment in Peer Observation Within Pre-service Teacher, Technology-Assisted Integrated STEM Education. In: Tatnall, A. (eds) Encyclopedia of Education and Information Technologies. Springer, Cham. https://doi.org/10.1007/978-3-030-10576-1_178
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