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  • Affect and Engagement in STEM Education

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    Grootenboer439118Accepted.pdf (353.8Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Attard, Catherine
    Grootenboer, Peter
    Attard, Elise
    Laird, Alexandra
    Griffith University Author(s)
    Grootenboer, Peter J.
    Laird, Alexandra M.
    Year published
    2020
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    Abstract
    The current interest and focus on STEM education is largely a response to affective issues related to participation and engagement in mathematics and science. Concerns about low levels of interest and engagement are key factors in students opting out of these subjects, attaining low levels of achievement leading to declining enrolments and concerns about shortages in people taking up STEM-focused careers. This has created a sense of urgency and stakeholders have seen STEM education as a way to ameliorate these issues and concerns. However, the issues are, at least partially, fundamentally affective in nature, and so the ...
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    The current interest and focus on STEM education is largely a response to affective issues related to participation and engagement in mathematics and science. Concerns about low levels of interest and engagement are key factors in students opting out of these subjects, attaining low levels of achievement leading to declining enrolments and concerns about shortages in people taking up STEM-focused careers. This has created a sense of urgency and stakeholders have seen STEM education as a way to ameliorate these issues and concerns. However, the issues are, at least partially, fundamentally affective in nature, and so the response of educators to the current crisis must also be ‘affective’. In this chapter, we examine the philosophical and theoretical foundations of current STEM education approaches, and then interrogate current research relating to STEM education, with a particular focus on Australia, to examine whether affective issues are central in current STEM initiatives.
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    Book Title
    STEM Education Across the Learning Continuum: Early Childhood to Senior Secondary
    DOI
    https://doi.org/10.1007/978-981-15-2821-7_11
    Copyright Statement
    © 2020 Springer. This is the author-manuscript version of this paper. It is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.
    Subject
    Education
    Education
    Publication URI
    http://hdl.handle.net/10072/396363
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    • Book chapters

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