Engaging parents in STEM: Coteaching and cogenerative dialoguing in a Queensland high school

Willis, Linda-Dianne (2011). Engaging parents in STEM: Coteaching and cogenerative dialoguing in a Queensland high school. In: Peter B. Hudson and Vinesh Chandra, Conference Proceedings: STEM 2010. STEM in Education Conference, Brisbane, Australia, (). 26-27 November 2010.

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Author Willis, Linda-Dianne
Title of paper Engaging parents in STEM: Coteaching and cogenerative dialoguing in a Queensland high school
Conference name STEM in Education Conference
Conference location Brisbane, Australia
Conference dates 26-27 November 2010
Proceedings title Conference Proceedings: STEM 2010
Place of Publication Brisbane, Australia
Publisher STEM - Science, Technology, Engineering and Mathematics in Education
Publication Year 2011
Sub-type Fully published paper
Open Access Status
Editor Peter B. Hudson
Vinesh Chandra
Total pages 13
Language eng
Abstract/Summary Diminished student interest in science, technology, engineering and mathematics (STEM) is recognised by educators, researchers and public policy makers as a concerning global trend. Inviting stakeholders like scientists and industry specialists to discuss their work is one means schools use to facilitate student engagement in the sciences. However, these visits generally comprise one-off sessions with minimal relevance to students’ particular and ongoing learning needs. This case study investigated coteaching and cogenerative dialoguing with parents in teaching a Year-8 multidisciplinary unit with science and technology foci. Two parents cotaught alongside the resident teacher and researcher over eight months. This paper concentrates on one parent, a medical scientist by profession. Data sources included video and audio recordings of cogenerative dialogues and classroom interactions, student work samples and journal entries. Data were interrogated using the sociological constructs of fields and capitals and the dialectic of structure|agency. The findings reveal how (a) the parent’s science and technology knowledge was tailored to the students’ needs initially and continually and (b) student-generated data indicated enhanced engagement in science and technology. The research speaks to schools and governments about enhancing STEM education by furthering collaborative relationships with relevant stakeholders.
Q-Index Code E1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Conference Paper
Collection: School of Education Publications
 
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Created: Tue, 17 Dec 2013, 09:32:15 EST by Claire Backhouse on behalf of School of Education