In December 2015 the Australian state and territory governments endorsed the ‘National STEM School Education Strategy 2016–2026’. Since then, the individual jurisdictions have released their own STEM education strategies that aim to improve student STEM capabilities and aspirations. This paper analyses the various Australian STEM education strategies in relation to six themes informed by research into effective STEM education: STEM capabilities; STEM dispositions; STEM educational practices; Equity; Trajectories; and Educator capacities. The analysis shows that Australia’s STEM education strategies focus on actions aimed at building student STEM capabilities, particularly through inquiry and problem-based learning, and enhancing educator capacity. The strategies recognise student STEM learning trajectories and pay particular attention to the importance of early childhood STEM education, as well as the ways in which students’ potential career pathways might be influenced. However, less emphasis is placed on supporting key transitions in STEM education, developing student STEM dispositions, and addressing equity issues in STEM.

In recent years, calls for the adoption of inquiry-based pedagogies in the science classroom have formed a part of the recommendations for large-scale high school science reforms. However, these pedagogies have been problematic to implement at scale. This research explores the perceptions of 34 positively inclined early-adopter teachers in relation to their implementation of inquiry-based pedagogies. The teachers were part of a large-scale Australian high school intervention project based around astronomy. In a series of semi-structured interviews, the teachers identified a number of common barriers that prevented them from implementing inquiry-based approaches. The most important barriers identified include the extreme time restrictions on all scales, the poverty of their common professional development experiences, their lack of good models and definitions for what inquiry-based teaching actually is, and the lack of good resources enabling the capacity for change. Implications for expectations of teachers and their professional learning during educational reform and curriculum change are discussed.

Since the early 1990s with the arrival of a variety of new technologies, the capacity for authentic astronomical research at the high school level has skyrocketed. This potential, however, has not realised the bright-eyed hopes and dreams of the early pioneers who expected to revolutionise science education through the use of telescopes and other astronomical instrumentation in the classroom. In this paper, a general history and analysis of these attempts is presented. We define what we classify as an Astronomy Research in the Classroom (ARiC) project and note the major dimensions on which these projects differ before describing the 22 major student research projects active since the early 1990s. This is followed by a discussion of the major issues identified that affected the success of these projects and provide suggestions for similar attempts in the future.

We present new imaging data and archival multiwavelength observations of the little-studied emission nebula K 1-6 and its central star. Narrow-band images inHα (+[N II]) and [O III] taken with the Faulkes Telescope North reveal a stratified, asymmetric, elliptical nebula surrounding a central star which has the colours of a late G or early K-type subgiant or giant. GALEX ultraviolet images reveal a very hot subdwarf or white dwarf coincident in position with this star. The cooler, optically dominant star is strongly variable with a period of 21.312± 0.008 days, and is possibly a high-amplitude member of the RS CVn class, although an FK Com classification is also possible. Archival ROSAT data provide good evidence that the cool star has an active corona. We conclude that K 1-6 is most likely an old bona fide planetary nebula at a distance of ∼1.0 kpc, interacting with the interstellar medium, and containing a binary or ternary central star. The observations and data analyses reported in this paper were conducted in conjunction with Year 11 high school students as part of an Australian Research Council Linkage Grant science education project, denoted Space To Grow, conducted jointly by professional astronomers, educational researchers, teachers, and high-school students.

The PULSE@Parkes project has been designed to monitor the rotation of radio pulsars over time spans of days to years. The observations are obtained using the Parkes 64-m and 12-m radio telescopes by Australian and international high school students. These students learn the basis of radio astronomy and undertake small projects with their observations. The data are fully calibrated and obtained with the state-of-the-art pulsar hardware available at Parkes. The final data sets are archived and are currently being used to carry out studies of 1) pulsar glitches, 2) timing noise, 3) pulse profile stability over long time scales and 4) the extreme nulling phenomenon. The data are also included in other projects such as gamma-ray observatory support and for the Parkes Pulsar Timing Array project. In this paper we describe the current status of the project and present the first scientific results from the Parkes 12-m radio telescope. We emphasise that this project offers a straightforward means to enthuse high school students and the general public about radio astronomy while obtaining scientifically valuable data sets.