STEM education – Teaching & Learning Research Initiative

The Apiscope Buzz: A mixed methods action research project investigating STEM to STEAM using the Apiscope as a tool for differentiated teaching and learning

Introduction This Teaching and Learning Research Initiative (TLRI) project was a 2-year exploratory study focusing on differentiating the curriculum in response to individual learner differences. The project was designed to explore learning and teaching of differentiated scientific content through observational processes and the expression of that learning through the creative arts. This exploration was undertaken in two classrooms at Avalon Intermediate School and Newlands Intermediate School that were each provided with an observational beehive called an Apiscope. These observational beehives were central to the project, which explored how the study of bees can be used to facilitate the teaching of key concepts related to living systems—sustainability, work, survival, structures, patterns—that, in

Investigating the Impact of Non-Routine Problem Solving on Creativity, Engagement and Intuition of STEM Tertiary Students

1. Introduction In 2012 the New Zealand Government identified as a priority the need to address the undersupply of students studying STEM subjects for delivering its Business Growth Agenda.[1] Low engagement and retention rates in STEM subjects contribute to the shortage of STEM graduates, producing a negative impact on the New Zealand economy. A significant number of STEM tertiary students drop out during the first year, not because the courses are too difficult but, anecdotally, because they are too dry and boring. There are specific terms to describe this, such as academic disengagement and disinterest (Blondal & Adalbjarnardottir, 2012). In addition to specific subject-based knowledge, many high-tech companies require good generic