Overcoming obstacles when teaching STEM during the COVID-19 pandemic a collaborative approach

STEM Education is considered an integral element of our future economic and social development (Scottish Government, 2017). It is then plausible to think that as part of our commitment to the STEM agenda, specialists in Teacher Education Institutions should focus on preparing pre-service teachers and on supporting in-service teachers by equipping them with deep content knowledge in STEM and strong pedagogical skills (Ejiwale, 2013). This case study is about a remotely delivered STEM challenge on renewable energy as an example of a collaborative project-based learning on sustainability conducted in partnership between University of Glasgow, School of Education tutor and two probationer teachers (PGDE Primary Science former student teachers class 2019-20), several In-Service teachers in mainstream and Additional Support for Needs (ASN) schools as well as experts from the 3rd sector. The project aimed to highlight the relationships between STEM, Engineering design process, Sustainability and Social Sciences to aid young people to identify and find solutions to current problems. The STEM challenge called “Build your own sustainable house” has been piloted in Scotland and showcased at the Festival of Social Sciences, Economic and Social Research Council (ESRC) in November 2020 and published on the GTCS news magazine pp 50-51. Feedback from schools, parents, pupils and other participants have defined it as a very engaging and well-planned activity