Federal Government Support to Develop New Approaches to Science, Technology and Mathematics Education in Schools. (July 21, 2005)

    The Minister for Education, Science and Training, Brendan Nelson, today announced the first round projects to be funded by the Australian Schools Innovation in Science, Technology and Mathematics (ASISTM) Project. A  total of $33.7 million is to be made available by the Australian Government for ASISTM projects in schools over seven years and one of its positive elements is that co-funding is not a requirement for receiving funding.

Nine million dollars has now been allocated in the first round of grants.

What is not at all clear is how this governmental initiative will usefully interact with a tertiary system that is being progressively starved for resources. Will our universities be able to competently "assist in attracting to, and retaining in, the teaching profession, sufficient numbers of high quality graduates in the fields of science, technology and mathematic," as well producing sufficient qualified mathematicians, scientists and engineers to fill the needs of Australia's industries and research organisations? To refer to ASISTM as harebrained would be quite unfair. But it is grossly inadequate and in that sense ill-conceived.

Initially, 103 of what Dr Nelson refers to as school clusters, "comprising 623 schools and partner organisations (from the scientific community, universities, industry, education authorities, and the wider community), will receive grants usually between $20,000 and $80,000 (with a maximum of $120,000 allocated in exceptional circumstances) to develop new approaches to science, technology and mathematics education."

Below are four examples of the 103 projects being funded in the first round. The complete list is available at http://www.asistm.edu.au/successful.asp?st=all

University to School Peer Mentoring Program in Victoria aims to build on the In2science Peer Mentoring Program that involves the placement of tertiary science and mathematics students in secondary school classrooms to support and develop interest and learning in science. The university student tutor/mentors will undergo training and will act as classroom scientific resources and role models for 10-14 weeks for 2-3hrs per week. The placement and support of the peer mentors in the classroom will enable teachers to diversify their teaching styles and plan more engaging lessons. It will also assist student engagement and promote the learning of science and mathematics. Outcomes will be disseminated in newsletters, through network clusters and on a project website.

 

BASKing with Science aims to further develop student involvement in Creativity in Science and Technology (CREST), a program that develops skills in independent investigations. BASKing with Science aims to extend CREST into other cluster schools. Teachers will be trained by CSIRO to deliver CREST and students will be trained in the skills of open-ended scientific investigations. With teacher mentors and associates, students from the four schools will work collaboratively on science research, present their findings to other students, their community and other schools. They will publish their results and enter their projects in local and state science fairs.

 

Developing Skills to Teach Remote Indigenous Students in the Basic Number Understandings aims to enhance mathematics outcomes for Indigenous students in remote communities where many Year 10 Indigenous students do not have the minimal requirements for entering a traineeship or an apprenticeship. It will provide professional learning and development for Indigenous teacher aides who will undertake a series of professional learning sessions followed by classroom trials. The project aims to achieve ongoing improvement in maths teaching and learning in the participating schools+C34. Packages of innovative teaching materials will be developed and disseminated in print and Internet-based resources to other schools with high Indigenous populations.

 

Little Hands Nurture Inquiring Minds aims to utilize technology to engage students and provide them with a powerful learning environment. Year 5-8 students will use wireless Internet-enabled handheld computers (PDAs) to collaborate on mathematical modelling activities. The production of mathematical models (e.g. procedures, strategies, tools) will then be applied to other contexts. The project aims to form an on-line community, share ideas and build mathematical confidence and understanding. Project results will be disseminated through conferences professional journals and newly developed curriculum materials.