Indigenous STEM Education Project First Evaluation Report

Aboriginal and Torres Strait Islander Education

Tynan, Michael ; Noon, Karlie

CSIRO

DOI  :  10.4225/08/5a0f23e658778
RP-ID  :  EP173826

学科分类：地球科学(综合)

澳大利亚|英语

来源: CSIRO Research Publications Repository

【 摘 要 】

This report is the first evaluation report for the Indigenous STEM Education Project and its six program elements. The project’s overarching goal is to provide supported pathways that improve the participation and achievement of Aboriginal and Torres Strait Islander students in STEM subjects. This evaluation is primarily an implementation evaluation drawing on a literature review, interviews with project directors and program element leaders; and program element leaders' program materials and reports. A key finding of the evaluation is that, guided by the Theory of Change and individual program logics, the initial implementation of the project is progressing well. Consistent with the best practice literature, the evaluation identifies four principles underpinning all program elements: 1) being place-based; 2) having strong cultural engagement; 3) being strength-based; and 4) being built on high expectations. This contributes to programs that are demonstrating the compatibility of science inquiry with Indigenous pedagogy; the engagement and aspirational benefits of utilising curriculum based on Indigenous knowledge and contexts; methodologies for building teacher and school pedagogical and cultural capacity; and the value for Aboriginal and Torres Strait Islander students of mentoring, personal support and the building of peer and professional networks. There are four key implications of these early findings. Firstly, while the initial results are positive, more substantial quantitative and qualitative evidence underpinned by more rigorous evaluation methods are required to establish the extent, impact, and sustainability of outcomes. This will be a key focus of subsequent evaluation reports. Secondly, the project is demonstrating promise in regard to building the evidence base for best practice in Indigenous STEM education. Thirdly, a key focus needs to be on understanding and documenting the partnerships necessary to enable project sustainability, including leadership and support roles for organisations such as CSIRO. Finally, while serving the project well in its initial implementation, the program logics and Theory of Change would benefit from further revision and a clearer articulation of their impact pathways.