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Despite classroom innovation, schools emphasized A-Level university-entrance science, with technicians supporting specific subjects while teachers valued inquiry pedagogy. UK policies prioritizing A-Level assessment were found to impede inquiry-based STEM, though well-resourced schools enabled both via clubs and co-curricular programs. The study concludes makerspaces should inform initial teacher education through safe, flexible, durable equipment and pedagogical experience.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-uks-project-faraday-and-secondary-stem-education-article-5/594033/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-uks-project-faraday-and-secondary-stem-education-article-5/594033.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study on Project Faraday?","Question",{"text":112,"@type":113},"The study investigates how participants’ experiences with Project Faraday-linked innovative learning environments can inform proposed STEM teaching and learning “making spaces” for initial teacher education programs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which schools and participants were involved in the research?",{"text":117,"@type":113},"The research is based on aggregated data from 32 participants working in seven English secondary schools conducted in late November 2019.",{"name":119,"@type":110,"acceptedAnswer":120},"How do A-Level assessment priorities affect inquiry-based STEM in the UK context?",{"text":121,"@type":113},"The study finds that UK policies prioritizing A-Level assessment can impede inquiry-based STEM, although wealthy schools may support both A-Level science and inquiry-based STEM through clubs and co-curricular programs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594033,1792116662,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \nVolume 46  Issue 12 Article 5  \n2022  \nThe UK’s Project Faraday and Secondary STEM Education  \nGeoffrey W. Lummis Edith Cowan University  \nJulie Boston  \nEdith Cowan University  \nPaula Mildenhall  \nEdith Cowan University  \nStephen Winn  \nEdith Cowan University  \nFollow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)  \n Part of the International and Comparative Education Commons, Science and Mathematics Education Commons, and the Secondary Education Commons  \nRecommended Citation  \nLummis, G. W., Boston, J., Mildenhall, P., & Winn, S. (2021) . The UK’s Project Faraday and Secondary STEM Education. Australian Journal of Teacher Education, 46(12) .  \n[http://dx.doi.org/10.14221/ajte.2021v46n12.5](http://dx.doi.org/10.14221/ajte.2021v46n12.5)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol46/iss12/5](https://ro.ecu.edu.au/ajte/vol46/iss12/5)  \nThe UK’s Project Faraday and Secondary STEM Education  \nGeoffrey W. Lummis  \nJulie Boston  \nPaula Mildenhall  \nStephen Winn  \nEdith Cowan University  \nAbstract: This ethnographic study reports on the findings from seven English secondary schools that participated in Project Faraday. The  \nproject was funded by the Department for Children, Schools and  \nFamilies to build innovative learning environments to encourage  \nstudents into upper secondary inquiry-based STEM. Despite the  \ninnovative classrooms, the schools emphasisedA-Level university  \nentrance science. Technicians prepared for specific science subjects,  \nalthough teachers acknowledged the value of inquiry-based  \npedagogies. UK policies prioritisingA-Level assessment were found  \nto be impeding inquiry-based STEM, although wealthy schools had  \nthe resources to facilitating both A-Level science and inquiry-based  \nSTEM through clubs and co-curricular programs. Our data elicited  \nimportant general design principles to inform makerspaces for  \ninquiry-based STEMfor adult learners. We concluded that initial  \nteacher education programs should provide graduates with  \npedagogical experiences in makerspaces that enabled them to  \nappraise contemporary school learning environments; and be  \ninformed about securing safe, flexible, and durable equipment for  \nstudents.  \nKey terms: ethnography, initial teacher education, innovative learning environments, Project Faraday, STEM education  \nIntroduction  \nIn recent years the link between innovative learning environments (ILEs), and Science, Mathematics, Engineering and Technology (STEM) education has become an area of growing interest in initial teacher education (ITE) programs (Imms & Kvan, 2021) . This has implications for students in ITE programs, and the professional development of practising teachers in how to model ILEs with novel classroom spaces and furnishings to enhance learning and is primarily based on a social constructivist theoretical framework (Byers et al., 2018; Hoff & Öberg, 2015) .  \nThis ethnographic research (Creswell, 2014) aligns with the Organisation for Economic Cooperation and Development (OECD) STEM education policy settings (2013a; 2017), and research into ILEs (Davies et al., 2013; Davies et al., 2018; Fadel, 2012; Nadelson & Seifert, 2017), supporting the notion of holistic learning ecosystems. These holistic learning environments have implications for contemporary ITE, and the professional development of teachers. Importantly, these STEM education and ILE policy settings are also  \nunderscored by the OECD’s future skills for the 21st century agenda, often termed the 4C’s—creativity, critical thinking, communication, and collaboration (Daly et al., 2019; OECD, 2018; Schleicher, 2012), which emphasises social constructivism (Barak, 2017; Piaget, 1985; Vygotsky, 1978) .  \nThis paper positions the aggregated data from 32 participants working in seven English secondary schools conducted in late-November 2019, associated with the UK Government’s P","cbCaiaKRMg5m74WM","https://ap.wps.com/l/cbCaiaKRMg5m74WM","pdf",455707,24,"English","# Introduction\n# Research Aim\n# Overview of Innovative Learning Environments\n# Findings and Implications","[{\"question\":\"What is the focus of the study on Project Faraday?\",\"answer\":\"The study investigates how participants’ experiences with Project Faraday-linked innovative learning environments can inform proposed STEM teaching and learning “making spaces” for initial teacher education programs.\"},{\"question\":\"Which schools and participants were involved in the research?\",\"answer\":\"The research is based on aggregated data from 32 participants working in seven English secondary schools conducted in late November 2019.\"},{\"question\":\"How do A-Level assessment priorities affect inquiry-based STEM in the UK context?\",\"answer\":\"The study finds that UK policies prioritizing A-Level assessment can impede inquiry-based STEM, although wealthy schools may support both A-Level science and inquiry-based STEM through clubs and co-curricular programs.\"}]","The UK’s Project Faraday and Secondary STEM Education - Article 5 | PDF",1792078407]