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Published (Version of record)CC BY V4.0, Open Access
Published (Version of record)CC BY V4.0, Open
Conference proceeding
Framing food literacies: Reflections from two Australian design-led innovation projects
Proceedings of the 4th International Conference on Design4Health, pp.278-283
Design4Health: Fourth International Conference on Design4Health (Melbourne Cricket Ground, Melbourne Victoria., 04/12/2017 - 07/12/2017)
2017
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Abstract
Science, Technology, Engineering and Mathematics (STEM) education has been identified as a keystone multi-disciplinary strategy for developing in students critical and creative thinking, problem solving and digital technologies, which are essential in all 21st century occupations (Education Council 2015 p. 3). Furthermore, an expectation for schools and education systems is to design effective teaching and learning content and assessment resources that support this initiative. It is important to realise a limitation of many technology oriented frames used in schooling is often formulaic (BallantyneBrodie, Wrigley, Ramsey and Meroni 2013). A risk with such approaches is that assessment is tightly bound to a rigid process that offers very little scope for students to understand the form of the knowledge and practice being studied. Therefore, there is a need for a set of guiding principles within the STEM framework that is capable of bridging the elements between Science, Technology, Engineering, and Mathematic disciplines.
This research puts forward a construct that is both rational and useful for identifying forms of STEM knowledge and practice that scaffolds the teacher to ensure the intellectual structures remains faithful to the disciplines. Technacy Genre Theory (TGT) offers a new schema for STEM education that is robust and capable of clarifying and classifying the foundational elements of distinct disciplines that serve as the connecting glue for each discipline (Turner 2013). This research offers new and exciting epistemological as well as pedagogical possibilities in planning school based projects and structuring assessment. Two case studies are presented as examples undertaken with primary schools in NSW Australia.
Details
- Title
- Framing food literacies: Reflections from two Australian design-led innovation projects
- Creators
- Angela Turner - Southern Cross University
- Publication Details
- Proceedings of the 4th International Conference on Design4Health, pp.278-283
- Conference
- Design4Health: Fourth International Conference on Design4Health (Melbourne Cricket Ground, Melbourne Victoria., 04/12/2017 - 07/12/2017)
- Publisher
- Centre for Design Innovation, Swinburne University of Technology
- Identifiers
- 991013082513002368
- Copyright
- © 2017 Sheffield Hallam University jointly with Swinburne University of Technology Attributions: Creative Commons: https://creativecommons.org/licenses/by/4.0/
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Conference proceeding