The Future of Education

Over the last number of years, STEM (Science, Technology, Engineering, and Mathematics) education has been receiving much attention both nationally and internationally (Turner et al. 2007). In Ireland, the Minister of Education, launched the new Primary Curriculum Framework on the 9th March, 2023. This Framework has been developed for all primary and special schools and aims to enhance teaching, learning, and assessment for all children in the Irish primary school context. It is envisaged that the rollout of the new primary school curriculum will happen in early 2026. The curriculum is presented in five key curricular areas- STEM Education, Language, Wellbeing, Arts Education, and Social and Environmental Education.

The importance of parental involvement in children’s STEM education knowledge has been highlighted (Zucker et al. 2024). Children from working-class households can face more obstacles than children from middle-class households, as Boone and Van Houtte (2012) highlight that working-class parents may struggle to see links with their child’s school life. Therefore, the primary focus of this research project is to investigate childrens’ STEM education experiences through a school-based STEM education intervention with parental involvement, in an Irish DEIS (Delivering Equality of Opportunity in Schools) Band 1 school, with a particular focus on the disciplines of Science and Engineering.

The key research question is: How does a school-based STEM Education intervention with parental involvement, enhance childrens’ primary learning experiences, in a DEIS Band 1 classroom in the southwest region of Ireland?

This PhD research will adopt a case study approach in a DEIS primary school over several months. Qualitative research methods will be used in the study. Semi-structured focus group interviews, surveys, observations, and reflective diary entries will be used as data collection methods. The data obtained will be analysed thoroughly using thematic analysis.

As this PhD research is at the pre-data collection phase, the findings of the research are undefined at present. However, this research is timely as the introduction of the new Irish primary school curriculum has placed an increased emphasis on STEM education. The launch of the new primary school curriculum is welcomed; however, reform will be challenging because STEM education content, skills, and pedagogies are arguably still at the inceptive stage for teachers and parents. To explore the value of STEM education, it is imperative to support teachers, parents and children, thoroughly throughout this educational reform. This research aims to contribute to this significant curricular development to primary education, in the Irish educational context.

REFERENCES

[1] Boone, S. and Van Houtte, M. (2012) ‘Why are teacher recommendations at the transition from primary to secondary education socially biased? A mixed-

methods research’, British Journal of Sociology of Education, 34(1), 20-38,

available: https://doi.org/10.1080/01425692.2012.704720

[2] Turner, P.R., Fowler, K., Wick, M., Ramsdell, G., Glasgow, E and French, C (2007) ‘Math and Science Symposium. BOCES-University Partnership as a Model for Educational Outreach: K-16 STEM Professional Development, Knoxville, TX.

[3] Zucker, T.A., Mesa, M.P., Assel, M.A., McCallum, C and DeMaster, D (2024) ‘Virtual Teaching Together: engaging parents and young children in STEM activities.’ Frontiers in Psychology, 14(1), 1-12, available:

https://doi.org/10.3389/fpsyg.2023.1334195