AN INTEGRATED APPROACH TO STEM AND SUSTAINABILITY EDUCATION WITHIN THE NEW ZEALAND CONTEXT

Abstract

There is a need for science, technology, engineering and mathematics (STEM) skills to prepare young people for a rapidly changing future. However, it has been argued that it is not enough to only teach STEM in isolation; pressing global concerns call for sustainability to be of the highest priority and an integral part of learning. One way to integrate STEM and sustainability concepts is through hands-on activities that reflect real-world problems and contextualise students’ learning. This study examined the learning that occurred when a group of 49 primary school students aged between 9 and 13 undertook an engineering design challenge within a New Zealand classroom context. Four key findings emerged: first, the primary level students participating did not have a sound understanding of sustainability; second, participants were able to apply and relate their learning to a real-life context; third, the participating students preferred activities that were hands-on and practical in nature and finally, an integrated approach enabled the students to be engaged and enjoy themselves while learning. The research presented is not intended to present a novel approach for teaching STEM topics, nor be a critique of the New Zealand Curriculum, rather it highlights the application of a STEM programme integrated with sustainability in a specific context within New Zealand.