[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593850-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-593850-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-next-chapter-in-the-stem-education-narrative-article-4-use-of-robotics-for-programming-and-coding","The Next Chapter in the STEM Education Narrative - Article 4 - Use of Robotics for Programming and Coding","","This paper presents qualitative research notes and classroom observations to model integrated STEM education through robotics and visual programming. It clarifies key elements of the Australian Curriculum: Technologies to help teachers and pre-service teachers implement these components. Drawing on project data from school sites collected over 18 months, the study develops a structured release model for shifting control from teacher to students, supporting in-situ professional learning and enabling students to develop and demonstrate 21st century competencies while fostering “head-heart-hands” learning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-next-chapter-in-the-stem-education-narrative-article-4-use-of-robotics-for-programming-and-coding/593850/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-next-chapter-in-the-stem-education-narrative-article-4-use-of-robotics-for-programming-and-coding/593850.png","ImageObject",300,407,{"name":42,"@type":43},"4398046744996","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the paper’s main purpose?","Question",{"text":63,"@type":64},"To unpack key elements of the Australian Curriculum: Technologies for supporting STEM implementation and to describe how authentic integrated STEM can be taught while developing students’ 21st-century competencies.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the authors develop their integrated STEM model?",{"text":68,"@type":64},"They used qualitative data collected from projects in multiple school sites over 18 months, including student worksheets, teacher interviews, and researchers’ observations and field notes.",{"name":70,"@type":61,"acceptedAnswer":71},"What role do robotics and visual programming play in the proposed approach?",{"text":72,"@type":64},"They are discussed as affordances that provide a context for integrated STEM education and promote “head-heart-hands” learning.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593850,1792190549,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":11,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 44 | Issue 4 | Article 4 |\n| --- | --- |\n\n2019  \nThe Next Chapter in the STEM Education Narrative: Using Robotics to Support Programming and Coding.  \nSUSAN BLACKLEY  \nCurtin University, [susan.blackley@curtin.edu.au](susan.blackley@curtin.edu.au)  \nJennifer Howell  \n[Jennifer.Howell@curtin.edu.au](Jennifer.Howell@curtin.edu.au)  \nRecommended Citation  \nBLACKLEY, S., & Howell, J. (2019). The Next Chapter in the STEM Education Narrative: Using Robotics to Support Programming and Coding.. Australian Journal of Teacher Education, 44 (4).  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol44/iss4/4](https://ro.ecu.edu.au/ajte/vol44/iss4/4)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol44/iss4/4](https://ro.ecu.edu.au/ajte/vol44/iss4/4)  \nAustralian Journal of Teacher Education  \nThe Next Chapter in the STEM Education Narrative: Using  \nRobotics to Support Programming and Coding  \nSusan Blackley  \nJennifer Howell  \nCurtin University  \nAbstract: In this paper, we use our qualitative research notes and  \nobservations to portray a model for integrated STEM education and  \nsummarise primary school students’ typical and recurring ways in  \nwhich they engaged with each new robot. The purpose of this paper is two-fold: first, to unpack key elements of the Australian Curriculum:  \nTechnologies in order to support teachers and pre-service teachers to implement these components, and second, to describe ways in which  \nteachers can teach authentic integrated STEM education that also  \nprovides opportunities for students to develop and demonstrate 21st  \ncentury competencies. Based on data collected from projects  \nundertaken in a number of school sites over 18 months, we have  \ndeveloped and share a modelfor the gradual structured release of  \nteacher control over student activity in STEM activities, and describe  \nhow this concept can be a basis for in-situ teacher professional  \nlearning. The affordances of robotics and visual programming as a  \ncontext for integrated STEM education are discussed, and identified  \nas promoting “head-heart-hands” learning.  \nKey words: STEM education, visual programming, robotics  \nProblem  \nInstitutions that provide Initial Teacher Education (ITE) programs are faced with Australian Institute for Teaching and School Leadership (AITSL) accreditation imperatives, and of particular interest to this position paper is Program Standard 4:  \nIn addition to study in each of the learning areas of the primary school curriculum sufficient to equip teachers to teach across the years of primary schooling, programs provide all primary graduates with a subject specialisation through:  \na) clearly defined pathways into and/or within a program that lead to specialisations, that are in demand, with a focus on subject/curriculum areas  \nb) assessment within the program requiring graduates to demonstrate expert content knowledge and pedagogical content knowledge and highly effective classroom teaching in their area of specialisation  \nc) publishing the specialisations available, and numbers of graduates per specialisation through their annual reports. (AITSL, 2015, p. 14)  \nMany institutions that offer ITE programs in primary education (such as Curtin University, Queensland University of Technology, RMIT, and La Trobe University) have  \nVol 44, 4, April 2019 51  \nAustralian Journal of Teacher Education  \ntargeted Science, Technology, Engineering, Mathematics (STEM) or STEAM (incorporating the Arts) education as a “specialisation” option in response to Commonwealth and State government financial and resource commitments to STEM education. Further evidence of this focus area, the University of Canberra has begun offering a Bachelor of Education, Primary STEM, delivered by the Faculty of Education, Science, Technology, and Mathematics.  \nThe development and accreditation of these specialised units is time-consuming and costly, and requires com","cbCaitHrDvWol3xv","https://ap.wps.com/l/cbCaitHrDvWol3xv","pdf",430714,15,"English","# Abstract\n# Problem\n## Accreditation and Program Standard 4\n## Costs, consensus, and teacher competence\n# Australian Curriculum: Technologies\n## Phase 3 rollout and integration in STEM","[{\"question\":\"What is the paper’s main purpose?\",\"answer\":\"To unpack key elements of the Australian Curriculum: Technologies for supporting STEM implementation and to describe how authentic integrated STEM can be taught while developing students’ 21st-century competencies.\"},{\"question\":\"How did the authors develop their integrated STEM model?\",\"answer\":\"They used qualitative data collected from projects in multiple school sites over 18 months, including student worksheets, teacher interviews, and researchers’ observations and field notes.\"},{\"question\":\"What role do robotics and visual programming play in the proposed approach?\",\"answer\":\"They are discussed as affordances that provide a context for integrated STEM education and promote “head-heart-hands” learning.\"}]","The Next Chapter in the STEM Education Narrative - Article 4 - Use of Robotics for Programming and Coding | PDF",1792078035,38]