faculty of sciences faculty of computing, engineering and sciences stem learning as a scientific...
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Faculty of SciencesFaculty of Computing, Engineering and Sciences
STEM Learning as a scientific apprenticeship - reinventing the wheel?
Dr Angela A. PriestmanDr Kevin Reiling
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Katja Hall, CBI Chief Policy Director, said: “Growth and jobs in the future will depend on the UK having a workforce that can exploit new technologies and discoveries. The growing skills vacuum is threatening the recovery, as demand from firms is outstripping supply.
March 2014
“Highly-skilled workers are essential for our growth sectors and it will be those young people with science and maths who will go on to become the engineers and new tech entrepreneurs of tomorrow.”
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Almost 40 percent of employers say a lack of skills is the main reason for entry-level vacancies.
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Authenticity
Workplace
Apprentices
Problem-based learning
Case-based teaching
Learning by designing
Cognitive apprenticeship
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Scientific Practitioner
Graduates who have acquired high level skills and knowledge, are confident, show independence, can work in a team and are creative.
Chicago Museum of Science & Industrywww.nerdlikeyou.com
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Tell me and I will forget,show me and I will remember,involve me and I will understand.
http://blogs.wsd1.org/ - Winnipeg Schools
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Experiential learning
EnvironmentOpportunities
Competence: Knowledge, understanding, context, competencies, application, skills.
Commitment: Self-esteem, drive, motivation, confidence, belief, creativity.
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First 4 weeks – Level 4
Introduction to Scientific Practice
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80% plus of time non-”lecture”
Conceptions of the Nature of Science
Plus.google.com
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Introduction to Scientific Practice
Last 4 weeks< 16 weeks >4 weeks
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Professional Practice and Placement
Last 2 weeks< 20 weeks >
Level 5
2 weeks
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Last week< 22 weeks >
GradExLevel 6
1 week
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Problems
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Problems
www.clipartlogo.com
clipartlogo.com
ClipartLogo.com (by radacina)
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Problems
Paul Halpern
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“But it is increasingly clear that the really problematic shortages are at skilled technician level. We do have to play a long game on skills, creating more apprenticeships.“
Education? Training?
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When Should a Process Be Art, Not Science?Hall and Johnson