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ESC 300 STEM Pedagogies Assignment 1 Indigenous STEM perspectives Value 50% Week due End of Week 5, by Midnight Length As appropriate Learning Outcomes 1,2,3,4, AITSL Professional Standards 2.2....

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ESC 300 STEM Pedagogies

Assignment 1 Indigenous STEM perspectives

Value 50%

Week due End of Week 5, by Midnight

Length As appropriate

Learning Outcomes 1,2,3,4,

AITSL
Professional Standards
2.2. Content selection and organisation
2.4 Understand and respect Aboriginal and To
es Strait Islander people to
promote reconciliation between Indigenous and non-Indigenous Australians
3.4 Select and use resources
4.1 Support student participation

Purpose

This assignment aims to focus your attention on the transdisciplinary connections within STEM and
with context. You may also recognise the wealth of knowledge and experience gained from drawing
on Indigenous perspectives.

Task

Analyse the STEM attributes of a localised Indigenous technological solution or conceptual response
to a place-based issue. Create a relevant, explanatory resource to share with interested STEM
educators in your area, as a preparatory background to creating a meaningful STEM investigation.


Audience
Your readership includes busy, experienced teachers who are searching a teacher resources site for
a concise useable document to inform their planning. Your intention should be to inspire your
eaders to use the information about the local Indigenous knowledge, associated big ideas and
cu
iculum links to design a meaningful unit of work for their own students.

Document
The document should be created for use in specified context, such as a Drop Box for a local STEM
professional interest group or as an attachment within a resource page on a state-based Science
Teachers’ Association website. Your audience will be attracted to well-presented, clearly explained
and accurate information on a specific Indigenous knowledge or tool in terms of STEM pedagogy*.

Preparation
Study the learning materials provided for Weeks 1-5. Consider additional relevant (locally oriented)
esources that may provide more detail in your discussion



*Continued on next page…

ESC 300 STEM Pedagogies

Expected content

Your document should include:

1. A cover page with unit details, your name, date and title and overview of contents

2. Information pertaining to:
• Background research of the relevant features and influences of local context
• Indigenous problem (what, why, relevance to context)
• Indigenous solution (what, why, relevance to context)
• Design features or STEM attributes of the solution
• Relevant disciplinary "big ideas" and examples of relevant academic terminology
• Cu
iculum links

3. A layout appropriate to your audience and purpose
a. Titles, headings, subtitles
. Tables, graphs, concept map or diagrams clearly labelled
c. Topographical maps and images with explanatory captions
d. All sources clearly acknowledged


Presentation
• Produce a document mindful of your intended audience and adjust the language, structure
and visualisations appropriately
• Ensure your document is fit for purpose: Follow an Information Text structure and attend to
detail, coherence and readability.
• Upload your single, clearly identifiable file to LearnLine, on time.


Assessment

This assignment will contribute 50% of your final grade. The pass grade rests on your ability to fulfil
all the task requirements. Marks will be awarded across five themes: Indigenous knowledge, STEM
knowledge, transdisciplinary connections, analytical detail, and document relevance.




ESC300: STEM Pedagogy S118



CDU Grading Policy
Generic description of grades
A1 Indigenous perspectives


%

Indigenous knowledge:
Background research, context
and purpose

Visualisation of
Cu
iculum links

Analysis of relevant STEM
tasks/ projects

Presentation
HD
(85+)
.
.
.
.
D
(75-84)
.
.
.
.
C
(65-74)
.
.
.
.
.
P
(50-64)
.
.

Demonstrates imagination, originality or
flair, based on proficiency in all aspects
of the unit; work is interesting or
surprisingly exciting, challenging, well-
ead or scholarly.
Indigenous knowledge thoroughly
esearched and purpose for learning
clearly referenced across the
eadth of
the STEM project.
Demonstrates complexity between indigenous
innovation and environment, STEM Cu
iculum
and overall big ideas/ disciplinary concepts
Aligns with complexity in Indigenous knowledges

Ideas embody the overall intent of the
STEM concepts. Students can easily
demonstrate their achievement.
Publishable work
Demonstrates awareness and
understanding of deeper and less
obvious aspects of the unit, such as
ability to identify and debate critical
issues or problems, ability to solve non-
outine problems, ability to adapt and
apply ideas to new situations, and
ability to evaluate new ideas.
Indigenous context explored and
Indigenous innovation closely related to
STEM concepts


Visualisation shows interconnectedness, e.g.:
-Connections made between cu
iculum areas
-Design features of innovation linked to STEM
context
-Project sequenced in terms of STEM
transdisciplinarity
Purpose of STEM tasks are clearly
stated and aligns with the STEM
concepts and big ideas

Suggested tasks are teachable.
STEM resource is classroom ready.
Coherent and clear message.

Demonstrates ability to use and apply
fundamental concepts and skills of the
unit going beyond mere replication of
content knowledge or skill to show
understanding of key ideas, awareness
of their relevance, some use of
analytical skills, and some originality or
insight.
Indigenous context explained in terms of
constraints and advantages
Design attributes identified

Indigenous innovation situated within a wider
framework of Indigenous knowledges or STEM
Cu
iculum areas

Tasks develop STEM concepts for a
defined year group


Document is appropriate: The STEM
esearch is relevant to busy teachers and
can be easily adapted

STEM research suggestions are logical,
accessible and/or practical.

Satisfies all of the basic learning
equirements of the unit, such as
knowledge of fundamental concepts
and performance of basic skills;
demonstrates satisfactory, adequate,
competent, or capable achievement.
Indigenous innovation described as a
solution to a problem in a defined context

STEM Cu
iculum areas linked to the Indigenous
innovation
Tasks are described in relation to a
clearly stated purpose
Easy for experienced teachers to read and
navigate.
Intellectual sources accurately
acknowledged

F
(-50)
Unsatisfactory
Fails to satisfy the requirements of the
unit.
Indigenous innovation described without
eference to problem or context
Context unrelated to innovation
STEM Cu
iculum links identified without
eference to Indigenous knowledge
Only one cu
iculum discipline area is described
Tasks i
elevant or STEM concepts
generally not well understood. Tasks
described without a purpose.
Mismatch between or omission of
intention and tasks
Audience not considered
Document difficult to read
STEM project incoherent
Inaccurate APA referencing

ESC300: STEM Pedagogy S118
6. Create
(HD)
5. Evaluate
(Distinction)
4. Analyse
(Credit)
3. Apply
(Pass)
2. Infer
(Fail)
1. Remember
(Fail)
Aligning Bloom’s taxonomy with the Grading policy
*David R. Krathwohl XXXXXXXXXXA Revision of Bloom's Taxonomy: An Overview,
Theory Into Practice, 41:4, XXXXXXXXXX, DOI: XXXXXXXXXX/s15430421tip4104_2 (retrieved XXXXXXXXXX)
Answered Same Day Apr 03, 2020 ESC300

Solution

Akansha answered on Apr 06 2020
140 Votes
Running head: STEM Analysis.
STEM Analysis
STEM Analysis
Student Name
Student Numbe
Professor’s Name
Course Numbe
University Name
Date
Contents
Background research    2
Indigenous problem    3
Indigenous solution    3
Design features or STEM attributes of the solution    5
Disciplinary big ideas    7
Cu
iculum links    8
References    10
Background research
According to the 2011 census conducted by the recently published census, more than 85% of indigenous peoples and To
es Strait Islanders live in capital cities as well as district towns, and are engaged in a series of occupations such as transportation, truck drivers, managers, and professionals. These indigenous residents moreover To
es Strait Islanders receive salaries and wages, or are pay taxes, self-employed, own or are purchasing their own houses (Karahan, Bilici & Ünal, 2015). Their children’s, like other Australian children, participate in mainstream public and private school performances. Over 80 percent of an indigenous student in New South Wales, Queensland, Victoria, Tasmania, and Australian Capital Te
itories met the minimum nationalized standards. However, there are still a small number of people who are failing in basic literacy and arithmetic tests. Since the NAPLAN test began in 2008, this minority has not improved. According to 2011 census estimate, indigenous students account for 4.8 percent of the every school students, which is almost twice the population of the aborigines. Lower life expectancy and higher fertility rates only explain small parts of this space. The 2011 census showed that the rapid growth rate of the indigenous population was because almost all interma
ied children were identified as aboriginal people, which led to a high percentage of an indigenous student (Balding, 2000). The Students of both indigenous, as well as non-parental parents, are proud of heritage, aboriginal and other ancestors of either the Anglo-Celtic, Chinese, Jewish or their parents and grandparents. Although most indigenous Australians have achieved success, most still miss the benefits of Australian life. In Australia, the proportion of indigenous people living in welfare-dependent households is too high, and the proportion of non-literate and non-literate indigenous students is high, and therefore cannot be promoted to work and career. The highest failure rate is in aboriginal schools - the number of indigenous students exceeds 75%. They recruit about 20,000 students, mainly in the shrub community that does not have the private sector or practical work on the indigenous land, so they rely entirely on welfare. The failure rate of these schools is usually more than 90%. There is no special need for a native student (Johnson, 2012).
Indigenous problem
In many cases in the world, the education acquired by indigenous people is not only inappropriate, but it also threatens their existence. Educational policies and institutions are often used as a means to systematically discriminate against indigenous peoples, assimilate them (sometimes "civilized" them) into wider society, thereby destroying their culture, language, identity and rights and replacing them with theirs. These educational systems, policies, and courses have rarely been developed with involvement or issues of the indigenous peoples, so most indigenous children have failed and have
ought them out of important life opportunities and cultural security. The right to education for indigenous people has identified some serious concerns and obstacles to the realization of the right to education in indigenous areas (What makes for successful K-12 STEM education, 2011). It finds that indigenous people feel a lack of control over their children's education initiatives - when these programs and services are being designed and implemented, they are not consulted. Therefore, they found that the implemented programs were not provided by indigenous people themselves, without their language, and they did not respect their history, traditional knowledge or culture. The report shows that education programmes designed for children, especially women and girls, must recognize and take into account their special needs and the obstacles they face in accessing quality education. The report also explains why indigenous students cannot be forced into the mainstream education system that does not integrate their culture, or use a single education model for all students, regardless of who they are, without adversely affecting their human rights (Levinson, 2011).
Indigenous solution
Education is ever more viewed as one of greatest long-term economic and social investments that countries can make. The proper education enables indigenous children and adult learners to exercise and enjoy social, cultural rights, and economic (Successful K-12 STEM education, 2011). It also strengthens their capabilities to exercise social rights so that they can impact political policy procedures and strengthen their protection of the human rights. Therefore, education is an important means to enjoy, maintain and disseminate indigenous cultures, languages, traditions and traditional knowledge as well as means to empower individuals and institutions. In...
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