Affect and Engagement in STEM Education

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Attard, Catherine
Grootenboer, Peter
Attard, Elise
Laird, Alexandra
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MacDonald, Amy
Danaia, Lena
Murphy, Steve
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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 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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STEM Education Across the Learning Continuum: Early Childhood to Senior Secondary
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© 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.
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Education
Education
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Attard, C; Grootenboer, P; Attard, E; Laird, A, Affect and Engagement in STEM Education, STEM Education Across the Learning Continuum: Early Childhood to Senior Secondary, 2020, pp. 195-212
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