They were among more than 50 student teachers of secondary science to undertake three short industry placements before commencing their final teaching practicum. More Flinders student teachers will do industry placements this year.
Ms Pappas also says her time with SIMEC Mining’s operations near Whyalla gave her invaluable insights into how theory and scientific knowledge is applied in an industry situation.
“We were able to take what we learned from SIMEC and create a STEM unit for students, encouraging them to solve a problem facing the industry as part of a team in the field,” she says.
“It not only opened my eyes to how science applies across the spectrum, but will help to inform my future pupils about career options and to even pursue a career in mining or other STEM area.”
SIMEC Manager Exploration Geoff Johnson says the company is pleased to have been involved with the program since it started three years ago.
Dr Aldous says the intention of the industry placements is to further the student teachers’ deep understanding of the connections between theoretical science knowledge and its application in society.
It also increased student teacher capacity to innovate new approaches to learning and teaching – measured via their Confidence, Teaching and learning, Views of STEM and Creativity in STEM.
The project’s impact on student teachers was assessed 通过 focus group interview and questionnaires administered before and after their industry visits.
Minister for Innovation and Skills David Pisoni says the program connects future teachers with industry, bringing real-life examples into high school classrooms.
502 Bad Gateway
Findings in the report also found that secondary students’ perception of STEM was also positively impacted. The re搜索 model indicates that student attitudes towards science are a large predictor of future STEM career intention.
This was examined using the OECD’s programme for International student assessment (PISA) 2006/2015, covering science attitudes, engagement and motivation, both before and after the teaching practicum.
It found that the students’ perceptions of science increased across all 14 questions asked in the assessment, which includes enjoyment, motivation, the value of science and preparation for a science-related career.