How can classroom
teaching be improved
to enhance students’
learning of STEM subjects
and improve the uptake
of STEM careers?
A guide for senior leaders/governors
Introduction
Research has indicated for some time now that whilst young people are interested in science, technology,
engineering and mathematics (STEM) subjects in primary school, that interest often wanes with age,
particularly amongst girls and is a significant problem post-16. Why is that an issue? In many European
countries most STEM subjects are compulsory up to mid-secondary school or beyond but many students
don’t choose to specialise in STEM areas when they are able to freely select subjects. Even less so do those
with good qualifications in STEM subjects go on to select a career in such areas. Apart from this limiting
what students can do career-wise, particularly girls, policymakers across Europe are concerned about this
in terms of countries’ economics. There is a rising demand for qualified researchers and technicians in the
workforce particularly with the advent of new, greener technologies and governments fear that without a
plentiful supply of STEM qualified workers at a number of levels in the economy, there may be a decline in
innovation and, consequently, economic competitiveness.
Overview
This digest describes how one project, InGenious1, has successfully enabled a range of schools across 26
European countries to effect change in the interest students display in STEM subjects and in their level
of knowledge and understanding. In addition, by teaching about STEM careers within the STEM lessons,
the project has kindled more interest in STEM careers. The project lasted three years and involved 500
teachers, 350 schools, and 15,000 students from primary and secondary schools, and further education as
participants.
The basis for the project was that industrial experts and teaching professionals prepared, either jointly or
separately, 35 classroom activities whose purpose was to place learning within industrial contexts. Teachers
and their students from participating schools then evaluated these activities. The activities included
opportunities for teachers and students to visit industries, take part in online discussions with employers,
meet experts in their classrooms, partake in novel classroom experiments and explore how learning science,
maths and other technology subjects can help when choosing a career or job in later life.
As part of the activities in their STEM lessons students learnt first hand about careers in STEM. They could
question experts about jobs in the industry as well as the applications of STEM subjects in the working
world. Surveys about the impact of the activities were collected from teachers and students every year
and after each activity, and the findings analysed to provide information about their impact on students’
understanding of STEM areas of learning.
The 35 activities, including a wide range of topics, from a Shell SuperBenz workshop to Volvo Mathematics,
were available at a number of levels, to allow for differences in age and ability amongst the participants
and were flexible so that teachers could adapt them better to fit with a particular part of the curriculum
or a specific class. Online activities were available for students to enable them to interact with experts
and participants in other schools. Professional development opportunities, both face to face and via an
electronic community, were available for teachers to share advice and ask questions of industry, teaching
experts and each other.
1 The report of the full project can be found here: www.ingenious-science.eu
01
Why is this important to senior leaders?
For three reasons:
• Participating teachers reported that the work had a significant impact on interest, understanding and
enjoyment of STEM lessons in their students. Exam results were not a part of the study, so we cannot be
sure what effect the activities had on achievement, but students themselves reported better understanding.
• Teachers reported significant changes in their own teaching behaviours for the better. They felt more
knowledgable about STEM in real industry and better able to guide students in career choices as well as
more enthused about their subjects.
• Students reported being more knowledgeable about careers and being more interested in taking part
in STEM activities outside school. They also expressed greater interest in pursuing STEM career paths
following taking part in the activities. This effect was noticeable even in primary age students.
Teachers’ views of the impact of the activities on students
Percentage of teacher responses
93%
63%
70%
Students learnt how to
relate STEM to everyday life
Students learnt about industrial
processes
Students were interested in
career opportunities
65%
89%
Students learnt about career
opportunities
Students understanding of
subject improved
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Students views on the impact of the activities
Percentage of student responses
65%
72%
61%
Learnt about qualities
required to work in STEM
Learnt about practical applications
and real life use of science and maths
Learnt about industrial
processes
65%
71%
Learnt new things about jobs in
industry and science
The activities improve understanding
of topics that are studied
In responding directly to questions about a job in STEM subjects, both primary and secondary students were more
likely to state a preference for a job in a STEM industry following project participation, as the graphs below show.
InGenious: pre- and post-secondary school questionnaires
Long term impact on secondary pupils’ interest in STEM careers
% of pupils who Agree a lot or Agree a little with the statement “I would like to get a job related to science and technology”
Overall change: 8%
45%
65%
+11%
Girls
+7%
Boys
pre-project level (n=8534)
post-project improvement (n=5955)
03
InGenious: pre- and post-primary school questionnaires
Long term impact on primary pupils’ interest in STEM careers
I would like to become an engineer or an inventor (n=973)
Overall change: 13%
48%
71%
+15%
Girls
+8%
pre-project level
post-project improvement
Boys
InGenious: pre- and post-primary school questionnaires
Long term impact on primary pupils’ interest in STEM careers
I would like to have a job that uses science (n=971)
Overall change: 11%
69%
67%
+13%
+9%
Girls
Boys
pre-project level
post-project improvement
“It has transformed my teaching and shown me the importance of collaborations both with industry and
with international colleagues”
Teacher from UK, Pilot 3
“I have integrated these skills, knowledge and resources in my role as an in-service ICT tutor”
Teacher from Ireland, Pilot 2
“It was very interesting, stimulating, motivating and influenced my teaching practice”
Teacher from Croatia, Pilot 3
“InGenius project has significantly changed the way I work and greatly inspired my teaching”
Teacher from Slovakia, Pilot 3
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Impact on teachers
Teachers reported a range of impacts on their practice. This was not just within their own classroom, but in
some cases extended beyond to other colleagues in their department or year group or to other departments
in the school or other schools. For some this brought national and international recognition for the school’s
work. A few schools also involved parents in their work and enhanced their understanding – an important link
when research indicates that social stereotypes about STEM careers are still very strong amongst girls.
Teachers’ post-pilot feedback: Pilot Cycles 1 2 3
Wider Impact: sharing of knowledge, skills and resources
80%
98%
97%
100%
71%
74%
98%
79%
84%
81%
68%
High & medium impact
Any impact
60%
49%
40%
41%
With other
teachers
27%
With career councillors
and parents
20%
Pilot 1 (n=104)
Pilot 2 (n=118)
Pilot 3 (n=192)
0%
Pilot 1
Pilot 2
Pilot 3
Pilot 1
Pilot 2
Pilot 3
“There has been a huge impact in school and it has helped raise the profile of my school on both a national
and international level”
Teacher from the UK, Pilot 3
“I have shared information in, as well as outside of, the school to other colleagues”
Teacher from Estonia, Pilot 1
“I have been talking about the project and the programs that were used with teachers and other
colleagues, computer teachers were especially interested in the new programs, which I have shown”
Teacher from Finland, Pilot 1
“Parents were very positive about the atmosphere in the classroom, which was established
through the project”
Teacher from Slovakia, Pilot 1
“The career guidance counsellor has been very helpful during the course of follow-up activities”
Teacher from Spain, Pilot 1
05
Most useful aspect of CPD event
55%
42%
21%
Networking opportunities
Exchange of ideas
Demonstration of practicals
For teachers it was not just the involvement in carrying out the teaching activities which was important.
They valued the wide range of professional development activities which supported the implementation
of the project. For the majority of teachers, the opportunities provided by this continuing professional
development (CPD) was the most important part of their involvement.
These included face to face discussions, online meetings with employers, a chat space for discussions with
teachers in other schools and other countries, residential courses and seminars. Teachers regarded the
wide range of opportunities for contacting and learning from, and about, industrial experts as being a real
strength of the project. They mentioned in particular the online chats, webinars with industry experts,
competitions, and database of role model or career information videos. Online chats were particularly
successful in making STEM industries and jobs real to teachers and students, and inspired teachers to look
for local opportunities.
Many aspects that teachers reported on in their CPD are already well known. What became very clear in
this project is that best practice develops within a community of teacher learning and sharing – where a
culture of continual improvement is the key feature of teacher advancement in that community and where
professional development is seamlessly integrated through interactive and online resources as well as face
to face opportunities to address issues with both colleagues and experts. Having a bank of well tried and
tested materials and resources is not enough. For teachers to progress in their understanding and embrace
new opportunities for their students, this seamless professional development is a critical factor.
The responsibility for engagement with professional development lies with teachers and these teachers
took that very seriously. But the responsibility for provision of this development lies first with senior staff
in schools. Without the promotion of that culture of progressive change, student learning cannot improve
over time.
06
What has InGenious taught us about how senior staff can assist the
learning and development of both teachers and students?
There are three key activities to assist staff in achieving the best progress:
1. Support strong staff development
• Create a supportive community of teacher learning and sharing throughout the school, but particularly
where teachers across STEM subjects can exchange ideas and practice.
• Encourage a culture of continual improvement throughout all school subjects, so that this continual
improvement in teaching practice is the key feature of teacher advancement in that community.
• Engage with staff in teams and allow them to demonstrate their improved practices to senior staff, other
colleagues, employers and, where appropriate, parents.
• When purchasing CPD ensure the provision in STEM areas has as its foundation:
- activities demonstrated by strong classroom practitioners
- involvement by employers in design and delivery
- CPD materials and learning resources linked to real life applications and information on STEM education and career opportunities
- opportunities for participants to speak to experts during the provision and at other times
- opportunities for participants to discuss ideas and learn from their peers, both during a CPD event and when they return to their own school, by email or an electronic sharing space
2. Encourage collaborations with other schools and employers and innovation in
lessons and extra-curriculum activities
• Support innovative opportunities for staff and students, such as STEM fairs, First Lego League, Meet
the Boss tournaments, and SCRATCH programming clubs so that the school gains recognition amongst
employers and parents for its innovation
• Encourage and support collaboration with other schools in relation to STEM education so that your
school can benefit from shared expertise and resources
3. Ensure senior staff monitoring activities focus on the best practice in STEM teaching
• During learning walks or book scrutiny look for:
- activities based in real industrial practice
- evidence of teachers using the bank of InGenious and other activities of this type for the classroom
- evidence of teachers evaluating activities as teams within their subjects
- evidence of engagement with employers: visits out by students, visits in by employers, online chat with experts
- evidence of students learning about careers in STEM during their STEM lessons
- evidence of collaboration with staff who have responsibility for careers
- evidence of teachers getting students’ views about their career choices and helping to influence these in favour of STEM and away from stereotypes
The National Science Learning Network is a joint initiative by the Department for Education and the Wellcome Trust.
www.sciencelearningcentres.org.uk
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