Dr. Margaret Leahy:

I will do my best to keep to the five-minute limit. I thank the Cathaoirleach and committee members for the invitation to DCU Institute of Education. We engage in teacher education across the continuum from early childhood to tertiary education, which enables us to contribute to the discussion as we have an overview of STEM education across the system as it currently is. As a starting point, I reiterate that our view is that STEM education incorporates the study of the individual disciplines of STEM while also promoting an applied, problem-solving orientation to learning across and between these disciplines, in other words, integrated STEM. To achieve this, it is critical that all our students have access to the widest range of STEM education, in disciplinary and integrated forms, from early childhood to school-leaving age. Key to this provision are teachers who not only have the potential but also a responsibility to foster students’ STEM interest and identities through innovative classroom practices, as well as providing access to role models and information about the diverse careers that exist within STEM industries. This is premised on teachers having the necessary content knowledge and confidence across the STEM disciplines along with the ability to integrate the STEM disciplines to provide meaningful learning opportunities.

Despite this, we know that early childhood STEM can often be of poor quality. Early childhood educators and primary teachers’ content knowledge linked to the STEM disciplines can be weak in some cases, which limits the potential of integrated STEM. At primary and post-primary levels, the emphasis is on traditional subject areas, which makes integrated STEM more difficult. At post-primary, current assessment approaches, in other words, the leaving certificate, are perceived as inhibiting the use of more innovative pedagogies and the adoption of integrated STEM. The focus on State examinations may also mask a larger problem that many teachers do not understand how to implement inquiry-based teaching and learning and some teachers are not accessing the laboratory skills or subject content knowledge required to teach inquiry-based practical lessons, which is what the science syllabi demand. The quality and level of a teacher’s qualification are also paramount. Recent changes in the Teaching Council imply that science teachers no longer require three credits in all junior science syllabi.

What can be done about this?

Across all levels, but especially at early childhood and primary levels, there is need for a longitudinal and coherent approach to pre- and in-service teacher education, and that should include the provision of curriculum, teaching materials and resources, including the exemplar support materials my colleagues spoke of, to support STEM teaching and learning. These models should be geared towards teaching and learning that supports inquiry, experimentation and higher order thinking and skills in the STEM areas and integrated STEM. Professional learning should be supported with programmes for monitoring take-up, student experience and learning outcomes.

Across primary and post-primary level, there needs to be clear communication of the rationales and motivations for integrated STEM education. At post-primary level, integrated STEM options in first and transition year should be expanded. At post-primary level, senior cycle reform needs to be implemented, along with reform of the leaving certificate. The requirements at junior cycle could also be revisited. Physical resourcing must also be considered. Spaces for STEM in early years and primary settings are currently limited, while post-primary students require access to well-resourced laboratories so they can develop appropriate laboratory skills and engage in the types of activities outlined in the subject specifications.

Given the evidence of problems with teacher confidence related to STEM, as mentioned by some of my colleagues, engagement by universities and schools with stakeholders in the community and industry offer innovative ways of building teacher confidence. One such initiative is the STEM teacher internship, STINT, programme. It began in DCU and has expanded nationally. It provides pre-service teachers with the opportunity to avail of internships in industry. They can gain hands-on experience of a wide range of careers and opportunities available within STEM industries. The evidence from the programme shows that participation in STEM roles during pre-service teacher education can significantly impact teachers' understanding of STEM and STEM careers and influence their future classroom practice.

Student participation in STEM events such as Scifest, the BT Young Scientist and Technology Exhibition, etc., should continue to be encouraged because that develops confidence and interest in STEM. I again thank the community committee for the opportunity to contribute.