Bindura University of Science hosts 3rd Science and Mathematics Educators’ Conference

BUILDING on its successful first and second International Science and Mathematics Educators’ conferences, Bindura University of Science Education (BUSE) is organising the third International Science and Mathematics Educators’ Conference which is running from 30th August to 1st September 2017 under the theme “Promoting Science, Technology, Engineering and Mathematics (STEM) Education for sustainable socio-economic transformation.”

Objectives of the conference: The conference seeks to provide a platform for policy makers, technocrats, educators, teachers and researchers to:

share experiences and research findings on STEM Education;

foster understanding on the implementation of participative, student-centered learning pedagogies;

embrace the potential of emerging learning technologies and delivery systems;

shift towards multi and trans-disciplinary approaches to knowledge acquisition;

extend the scope of learning outcomes from mastery of content knowledge to encompass development of creativity, entrepreneurship, leadership, collaboration and critical thinking.

Generally, the approach to this conference will be to stimulate academic discussion towards enhancing STEM Instruction within Zimbabwe, the region and beyond.

Science, Technology, Engineering, and Mathematics (STEM) education is at the centre stage in the education reform movement in Zimbabwe and beyond.

Currently the level of development of any nation is measured by the extent to which Science, Technology and Innovation are developed and exploited for the benefit of society as a whole. Zimbabwe’s mineral and natural resources endowment is not questionable.

However, exploitation through value addition of these resources requires skills which can only be derived from effective application of STEM Education and, remains a key component for sustained growth and prosperity as witnessed in the new emerging developing markets.

Thus the capacity of any nation to compete in the global market depends on its ability to innovate and apply the relevant technologies to industries and the productive sectors.

Besides, the problems that we face in our ever-changing, increasingly global society are multidisciplinary, and require the integration of multiple STEM concepts to solve them.

Experts in education, industry, and national security all subscribe to the national imperative that school graduates must have thorough understanding of STEM.

Consequently, improving teaching and learning in STEM education is an economic factor in developing countries, emerging economies, and even in long established economies.

Synopses of the sub-themes Sub Theme 1: Best practices in STEM Education Some of the best practices that will be interrogated include:

1. Science, technology, engineering and Mathematics are approached from a real-world and integrated perspective;

2. STEM for ALL Students: Effective STEM programmes engage and inspire students of all abilities and interests and accommodate a wide variety of learning styles;

3. Promotes problemsolving and critical thinking, creativity, collaboration, communication, time management and adaptability;

4. Project- STEM content is learned through hands-on, minds-on projects. Project engagements are motivated by genuine learner inquiry and a problem-based perspective;

5. Learners document and present their learning through e-Portfolios or similar methods;

6. Teachers assume the role of facilitator and students are empowered to take responsibility for their own learning;

7. Students work in pairs or larger teams. Quality collaboration is as important as the final work product and is part of the regular assessment process. Sub Theme 2: Creating STEM learning

environments STEM learning environment should be of high-quality, universally accessible and learnercentred, so that learners can deepen their skills and interests and tackle increasingly complex challenges over time.

STEM learning environments include science laboratory, robotics, laboratory fabrication, distance learning laboratories, collaboration rooms, media production laboratories and outdoor classrooms.

A typical outdoor classroom may include gardens, habitat areas, trees, renewable energy demonstrations, weather stations, compost bins and many more. Sub Theme 3: Innovative Assessment in STEM

education The big question under this sub-theme is: How are you going to assess your students’ progress during and following your STEM lessons?

And what, exactly, do you need to assess?’ In this subtheme participants will explore contemporary modes of assessment and evaluation in STEM education assessment session. Sub Theme 4: Digital technology in STEM

education Textbook learning is no longer enough. This subtheme focusses on innovative technology-supported pedagogic models in STEM education.

Participants will be exposed to a wide range of digital technologies that have the potential to transform STEM education. Sub Theme 5: Increasing student engagement in

STEM education Fostering engagement in STEM depends on two things: inspired teaching and inspiring resources. Today’s students demand rich and immersive learning experiences that parallel their fast-paced digital lives.

Teachers and students now have access to a range of innovative online learning resources, including interactive software, digital imaging, audio and visual creation tools and video games which are working to ignite student interest and achievement across STEM fields.

In conclusion, in order to prepare students for a bright future and to address the problems of our society, it is necessary to provide them with opportunities to understand the problems through rich, engaging, and powerful experiences that integrate the STEM disciplines.

This is partly possible when Science and Mathematics educators are empowered. The conference is in line and in support of Zimbabwe’s Government’s initiatives to embrace STEM education for sustainable economic development.

Professor Wilson Parawira is a Professor of Microbiology and Biotechnology and is the Executive Dean of Faculty of Science at Bindura University of Science Education.

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