School Innovation and K–6 STEM Learning: A Narrative Inquiry

Abstract

Innovation has become a policy priority internationally, with policymakers worldwide looking to education systems to nurture a generation of innovative and creative future workers to meet social, environmental, and economic challenges. Among the abilities listed as essential in the innovation era, skills in science, technology, engineering, and mathematics (STEM) are acknowledged as paramount for future success and prosperity. Alongside this is an appreciation that the focus in school must change from traditional educational priorities and teaching methods to those which develop students’ skills that prepare them for a society and economy that values innovation. Within this landscape, debate has emerged about the integration or teaching of STEM subjects in schools and the capacity of education systems, many of which feature standardisation as a consequence of neoliberal education reform, to accommodate innovative approaches to STEM education at the school level.

This study uses a research design underpinned by a pragmatic sociocultural perspective to investigate how schools can innovate for STEM literacy. The overarching research approach is that of narrative inquiry, which recognises the innate inclination in human beings to use storytelling to solve problems and to relate to the world and its phenomena. An international Delphi study was carried out in the initial phase of the research to extrapolate a comprehensive definition of school innovation, elicited via the perceptions of experts in the field. Phase two involved investigating examples of K–6 STEM learning innovation in schools in Ireland, Australia and the US, uncovering stories through the lived experiences of teachers and school leaders in schools influenced by different educational traditions and policies. The study presents findings that generate fresh and nuanced understandings of school innovation and school innovators, as well as the factors influencing the teaching and leadership of K–6 STEM learning innovation. The primary (K–6) context of the study is particularly significant, given the recent calls for early exposure and intervention in STEM learning.

This research establishes a contemporary definition of school innovation, which enables a criteria for evaluating the experiences of STEM learning innovation as well as innovation in schools more broadly. Uncovering the key elements of leadership and school culture associated with innovation in schools, the study also identifies a model of for fostering innovative school leadership characterised by trust, experimentation, aim, mindset, and solutions. The study produces important findings for the way that innovation is viewed as an aspect of teaching and leadership by school systems. The findings imply that school systems should emphasise teacher engagement and professional learning not only for STEM teaching expertise but for the types of capabilities and behaviours suited to innovative teachers and school leaders. Further findings highlight the possibilities and difficulties of school innovation and K–6 STEM learning innovation in the current context of global policy influence and education reform.