Re-imaging STEAM outreach: The role of interdisciplinarity in (re)engaging underrepresented students

Conference paper


Lawson, F. and Colley, S. 2022. Re-imaging STEAM outreach: The role of interdisciplinarity in (re)engaging underrepresented students.
AuthorsLawson, F. and Colley, S.
TypeConference paper
Description

The barrier to STEM engagement at post-16 and Higher Education is twofold firstly compartmentalisation of STEM in formal learning leads to reduced perception of its relevance/accessibility, secondly students from underrepresented backgrounds frequently have little or no science capital. These barriers mean that students have poorer science attainment (ASE 2018), and are three times less likely to take triple science GCSE (Archer et al. 2016, 302) influencing the STEAM opportunities available at post-16 and HE.

In response to this challenge, we will briefly present how Inspiring Minds uses an interdisciplinary pedagogy to underpin a sustained engagement programme of informal science learning, leading to statistically significant shifts in students’ aspiration and Key Stage 4 attainment.

Running since 2017, Inspiring Minds was developed to reach students who have disengaged with the content-heavy science curriculum through using Big Questions related to the interaction of STEAM and society and providing students the opportunity to develop their own research that has a real-world application through a CREST Award. We know it makes a difference, but we now want to broaden their horizons further.

This workshop is a call to action – we want to know what (STEAM-related) topics/questions/issues from your discipline could be introduced into the Inspiring Minds programme and work with you to create something innovative that reflects the opportunities your sector has to offer. We are particularly keen to hear from areas that are not prominent in the secondary curriculum: archaeology, creative industries, ecology… we’re looking at you!
The research presented in this session is part of the Epistemic Insight Initiative into interdisciplinary research and learning led by LASAR in collaboration with CCCU’s KaMCOP School and College Engagement Team, this session explores ways that this research can create and inform research-engaged widening participation practice and broaden aspiration and opportunity for students to pursue STEAM.

KeywordsEpistemic Insight; Inspiring Minds; Widening participation; Interdisciplinary learning; Informal science learning; STEM education
Year2022
ConferenceCCCU Interdisciplinary Learning and Research Conference “Tackling the Big Challenges Together”
File
File Access Level
Open
Publisher's version
License
File Access Level
Open
Publication process dates
Deposited18 Jul 2022
Permalink -

https://repository.canterbury.ac.uk/item/917y1/re-imaging-steam-outreach-the-role-of-interdisciplinarity-in-re-engaging-underrepresented-students

  • 32
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

Research co-creation and the development of epistemically insightful curricula
Lawson, F. I, Dhaliwal, M., Lawson, M. and Coates, H. 2024. Research co-creation and the development of epistemically insightful curricula. in: Billingsley, B., Chappell, K. and Simpson, S. (ed.) The Future of Knowledge: The Role of Epistemic Insight in Interdisciplinary Learning England Bloomsbury Academic.
Approaching STEAM via inquiry-based responses to big questions: how “epistemic insight” changes informal science learning
Lawson, F., Colley, S. and Billingsley, B. 2024. Approaching STEAM via inquiry-based responses to big questions: how “epistemic insight” changes informal science learning. in: Thomson, M. M. (ed.) Motivation and Engagement in Various Learning Environments: Interdisciplinary Perspectives Charlotte, NC Information Age Publishing.
Collaborating to improve teaching and learning about sustainability within an international learning community
Gordon, A., Simpson, S., Lawson, F. and Thomas, C. 2023. Collaborating to improve teaching and learning about sustainability within an international learning community.
Paradox and the incarnation: Why it isn’t simply a matter of logical contradiction
Lawson, F. 2023. Paradox and the incarnation: Why it isn’t simply a matter of logical contradiction.
The Science and Religion Forum discuss information and reality: Questions for religions and science
Lawson, F. 2023. The Science and Religion Forum discuss information and reality: Questions for religions and science. Zygon: Journal of Religion and Science. https://doi.org/10.1111/zygo.12882
Co-creation of learning resources that cross disciplinary boundaries within an international learning community
Gordon, A., Thomas, C., Simpson, S. and Lawson, F. 2023. Co-creation of learning resources that cross disciplinary boundaries within an international learning community.
Creating epistemically insightful learning experiences in primary classrooms: insights into the nature of science
Gordon, A., Simpson, S. and Lawson, F. 2022. Creating epistemically insightful learning experiences in primary classrooms: insights into the nature of science.
Science, religion and sustainability in schools: outlining a teacher learning community approach.
Gordon, A.J., Lawson, F., Simpson, S. and Thomas, C. 2022. Science, religion and sustainability in schools: outlining a teacher learning community approach.
The epistemic insight digest: Issue : Autumn 2022
Gordon, A., Shalet, D., Simpson, S., Hassanin, H., Lawson, F., Lawson, M., Litchfield, A., Thomas, C., Canetta, E., Manley, K. and Choong, C. Shalet, D. (ed.) 2022. The epistemic insight digest: Issue : Autumn 2022. Canterbury Canterbury Christ Church University.
Epistemic insight: Teaching students about the nature of knowledge, science, religion and beyond
Lawson, F. and Billingsley, B. 2022. Epistemic insight: Teaching students about the nature of knowledge, science, religion and beyond.
Insightful teaching – what role is there for research co-creation as professional development?
Lawson, F. and Lawson, M. 2022. Insightful teaching – what role is there for research co-creation as professional development?
Inspiring minds research-engaged STEAM outreach: How we can and should change our practice
Lawson, F. and Colley, S. 2022. Inspiring minds research-engaged STEAM outreach: How we can and should change our practice.
A case study of how research co-creation is supporting the development of ‘Epistemically `Insightful’ curriculum transformation in English secondary schools
Lawson, F. and Lawson, M. 2022. A case study of how research co-creation is supporting the development of ‘Epistemically `Insightful’ curriculum transformation in English secondary schools.
Inspiring minds research-engaged STEAM outreach: Affecting attitudinal and attainment change through interdisciplinary outreach
Lawson, F. and Colley, S. 2022. Inspiring minds research-engaged STEAM outreach: Affecting attitudinal and attainment change through interdisciplinary outreach.
Insightful teaching – what role is there for research co-creation as professional development?
Lawson, F., Dhaliwal, M, Coates, H. and Lawson, M. 2022. Insightful teaching – what role is there for research co-creation as professional development?
Science, religion, and human identity: Contributions from the Science and Religion Forum
Lawson, F. 2022. Science, religion, and human identity: Contributions from the Science and Religion Forum. Zygon: Journal of Religion and Science. https://doi.org/10.1111/zygo.12793
(Re-) Evaluating the role of digital technologies in democratizing seminar discussion and developing students’ critical thinking
Lawson, F. 2021. (Re-) Evaluating the role of digital technologies in democratizing seminar discussion and developing students’ critical thinking.
Review of 'The Territories of Human Reason: Science and Theology in an Age of Multiple Rationalities', by Alister McGrath and 'Against Methodology in Science and Religion: Recent Debates on Rationality and Theology' by Joshua Reeves
Lawson, F. 2021. Review of 'The Territories of Human Reason: Science and Theology in an Age of Multiple Rationalities', by Alister McGrath and 'Against Methodology in Science and Religion: Recent Debates on Rationality and Theology' by Joshua Reeves. Modern Believing. 62 (2), pp. 170-172. https://doi.org/10.3828/mb.2021.12
NEON innovation series evaluation report
Lawson, F., Colley, S. and Harvey, D. 2021. NEON innovation series evaluation report. Canterbury Canterbury Christ Church University. https://doi.org/10.13140/RG.2.2.12854.16964
A guidebook to building an epistemically insightful learning experience in primary schools
Lawson, F., Simpson, S. and Billingsley, B. 2020. A guidebook to building an epistemically insightful learning experience in primary schools. Canterbury Christ Church University. https://doi.org/10.5281/zenodo.5211208
A guidebook to building permeable classroom walls in secondary schools
Lawson, F. and Billingsley, B. 2020. A guidebook to building permeable classroom walls in secondary schools. Canterbury Christ Church University. https://doi.org/10.5281/zenodo.5220714
Inspiring minds: How big questions can build students’ epistemic insight and improve attitudes towards STEM
Lawson, F., Hunt, M., Goodwin, D. and Colley, S. 2020. Inspiring minds: How big questions can build students’ epistemic insight and improve attitudes towards STEM. School Science Review. 378, pp. 59-64.
Engineering ed: Dealing with failure and the robotic future – Engaging students in multidisciplinary STEM learning
Oh, M. and Lawson, F. 2020. Engineering ed: Dealing with failure and the robotic future – Engaging students in multidisciplinary STEM learning. School Science Review. 376, pp. 51-59.
Why metaphysics matters for the science-theology debate – an incarnational case study
Lawson, F. 2020. Why metaphysics matters for the science-theology debate – an incarnational case study. Studia Philosophiae Christianae. 56 (3), pp. 125-155. https://doi.org/10.21697/spch.2020.56.3.06
Shattering the subject silo: Radical curriculum transformation and enhanced insight through co-created research
Lawson, F. and Hazeldine, L. 2019. Shattering the subject silo: Radical curriculum transformation and enhanced insight through co-created research.
Inspiring minds: Widening participation opportunities with big questions on identity and STEM
Lawson, F. and Billingsley, B. 2019. Inspiring minds: Widening participation opportunities with big questions on identity and STEM.
Opportunities and possibilities raised by teaching science and religion in the digital age
Lawson, F. 2019. Opportunities and possibilities raised by teaching science and religion in the digital age.
Inspiring minds through informal science learning
Lawson, F., Colley, S. and Hunt, M. 2019. Inspiring minds through informal science learning.
Christ, the cosmos and critical realism
Lawson, F. 2019. Christ, the cosmos and critical realism.
Inspiring Minds Through Informal Science Learning: Interim evaluation report. Informing research to increase science learning in schools
Lawson, F.I, Hunt, M., Goodwin, D. and Colley, S. 2019. Inspiring Minds Through Informal Science Learning: Interim evaluation report. Informing research to increase science learning in schools. Canterbury https://doi.org/10.13140/RG.2.2.33624.93448
Denying the binary - a non-boolean approach to queer bodies in theology
Lawson, F. 2019. Denying the binary - a non-boolean approach to queer bodies in theology. in: Reforming Practical Theology: The Politics of Body and Space International Academy of Practical Theology Conference Series. pp. 45-52
A framework for teaching epistemic insight in schools
Billingsley, B., Nassaji, M., Fraser, S. and Lawson, F. 2018. A framework for teaching epistemic insight in schools. Research in Science Education. 48, pp. 1115-1132. https://doi.org/10.1007/s11165-018-9788-6
Review of 'On Faith and Science', by Edward J. Larson & Michael Ruse
Lawson, F. 2018. Review of 'On Faith and Science', by Edward J. Larson & Michael Ruse. Reviews in Science and Religion. 70.
"Not three Gods; but one" - why reductionism doesn't serve our theological discourse
Lawson, F. 2018. "Not three Gods; but one" - why reductionism doesn't serve our theological discourse. Athens Journal of Humanities & Arts.
Navigating the "human" and "divine" natures in a holistic world
Lawson, F. 2018. Navigating the "human" and "divine" natures in a holistic world.
Complete in manhood: understanding Christ’s humanity in light of quantum holism
Lawson, F. 2018. Complete in manhood: understanding Christ’s humanity in light of quantum holism. in: Evers, D., Fuller, M., Runnehov, A. and Saether, K. (ed.) Are We Special? Science and Theology Questioning Human Uniqueness Martin Luther University Halle-Wittenberg.
"He who descended is himself also he who ascended" - exploring the identity of the Son of God in light of quantum holism
Lawson, F. 2016. "He who descended is himself also he who ascended" - exploring the identity of the Son of God in light of quantum holism. in: Spurway, N. and Hickman, L. (ed.) Forty Years of Science and Religion Cambridge Scholars Publishing. pp. 179-186
Eternity and time in science: what role do theories of relativity play in the formation of a coherent model of eternity
Lawson, F. 2013. Eternity and time in science: what role do theories of relativity play in the formation of a coherent model of eternity. Masters Thesis Heythrop College, University of London Philosophy