出版社：Australian Institutes for Educational Research
摘要：Science centres generally strive to increase awareness, interest, capability andparticipation by citizens in science, technology, engineering and mathematics (STEM).This review of Scitech’s professional learning (PL) strategy was designed to analysequantitative and qualitative feedback about the professional learning activities deliveredby Scitech consultants and drew from 2014 and 2015 data. We aimed to determine thesocial impact of Scitech professional learning programs on participants and their studentsacross three specified programs. Concepts used as indicators of potential social impactthat informed and framed this evaluation included integrated STEM, transversalcompetencies, scientific literacy, numeracy and social constructivism. A mixed methoddata collection was adopted and included face to face interviews, documented schoolvisits, classroom observation, review of PL resources and presentations, review of PLfeedback and follow up telephone interviews. We found that teachers participating inScitech PL perceive they are making a difference to the classroom environment forstudents with increased STEM confidence, exemplar activities, shared planning anddeeper understanding of curriculum. A key strength of the PL initiatives was the ScitechPL model which empowered teachers as active participants who engage in two-waylearning with Scitech facilitators and colleagues.
