Science, Technology, Engineering and Mathematics (STEM) education has been identified as a keystone teaching and learning area for developing students’ knowledge and skills on interdisciplinary critical thinking and problem solving (We use the term ‘interdisciplinary’ because discipline knowledge and methods were integrated from different disciplines in the project that used a synthesis of approaches). The position held by various government, industry and education stakeholders is that STEM learning, through different stages of education, will enable students to achieve their full potential. Underpinning this research was a response to an expressed school community need articulated through a primary school Principal’s desire to integrate STEM learning into the classroom. Consequently, three primary schools from the mid north coast and north coast regions, New South Wales (NSW), Australia were involved in this research. In particular, the project facilitated teacher professional learning through authentic teaching and learning experiences coupled with transferable teaching and assessment strategies for the classroom. The rural and remote settings of the schools was influential in the design of the program. The methodology drew on Technacy Genre Theory to frame the interdisciplinary learning domains: Science (hypothesis testing literacies); Technology (digital microscope and robotics literacies); Engineering (food systems and biotechnology literacies) and Mathematics (data collection and statistics literacies). The findings indicated the teachers benefited through the development of effective strategies that led to successful outcomes on interdisciplinary teaching and learning and built up their confidence, knowledge and skills involved in the implementation of a STEM program into their primary school classrooms.

科学、技术、工程和数学 (STEM) 教育已被确定为培养学生跨学科批判性思维和解决问题的知识和技能的关键教学和学习领域（我们使用“跨学科”一词是因为学科知识和方法已被整合来自项目中使用综合方法的不同学科）。各个政府、行业和教育利益相关者的立场是，通过不同阶段的教育，STEM 学习将使学生充分发挥潜力。这项研究的基础是对通过小学校长将 STEM 学习融入课堂的愿望表达出来的学校社区需求的回应。最后，来自澳大利亚新南威尔士州 (NSW) 中北海岸和北海岸地区的三所小学参与了这项研究。特别是，该项目通过真实的教学和学习体验以及可转移的课堂教学和评估策略促进了教师的专业学习。学校的农村和偏远环境对项目的设计产生了影响。该方法利用技术类型理论来构建跨学科学习领域：科学（假设检验素养）；技术（数字显微镜和机器人知识）；工程（食品系统和生物技术素养）和数学（数据收集和统计素养）。