The STEM space is very complex – the term has different meaning in different contexts, the STEM subjects do not have equivalence, projects may be after school or in the curriculum, assessment is problematic, the goals of STEM are multiple, and so on. This complexity makes it difficult to generalize about the nature of STEM and of STEM teaching. However, there is a body of research about good teaching practice, which results in effective learning, and can be applied to the range of STEM activities. This presentation will select some principles of teaching and learning, derived from research, and elaborates on the implications of their application to STEM teaching.

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