This book offers various perspectives on the complex and crosscutting concepts of the science, technology, engineering, and mathematics (STEM) disciplines in the classroom context. Presenting empirical studies, it reveals how researchers in the Asia-Pacific Region planned and implemented STEM education in the classroom. Further, it discusses the assessment of STEM learning to clarify what important elements should be included and how researchers and educators frame and design assessment tools. The book consists of four parts: potential and trends in STEM education; teachers’ practical knowledge for STEM teaching; STEM teaching practices; and assessment of STEM learning. Providing evidence on developing curriculums, implementing instructional practices and educating classroom teachers, it is intended for readers wanting to explore STEM education from multiple perspectives.
Cuprins
Part I Promises and Trends of STEM education.- Chap. 1 Opportunities and Challenges of STEM Education.- Chap. 2 The Formulation of STEM Education in Standards, Curriculum Guidelines/Frameworks ~ A Cross-cultural Comparison Study.- Part II Teachers’ practical knowledge for STEM teaching.- Chap. 3 A Framework for Examining Teachers’ Practical Knowledge for STEM Teaching.- Chap. 4 Instructional Knowledge of STEM: The Voices of STEM Teachers in Taiwan.- Chap. 5 Teachers’ Conceptions about STEM and Their Practical Knowledge for STEM Teaching in Hong Kong.- Part III STEM Teaching Practices.- Chap. 6 Opportunities and Challenges of STEM Dducation in HK Primary/Secondary Schools.- Chap. 7 Teaching Engineering-Focused STEM Curriculum: PCK Needed for Teachers.- Chap. 8 Authenticity in STEM Learning with Open-source Sensors.- Chap. 9 Changing teacher perceptions and practices in STEM through professional learning.-Chap. 10 Potential and Challenges in Integrating Science and Mathematics through Real-world Tasks in the Classroom.- Part IV Assessment of STEM Learning.- Chap. 11 Framing and Assessing Scientific Inquiry Practices.- Chap. 12 Challenges in Assessing Students’ Learning Performances through STEM Reforms and Innovations in Taiwan.- Part V Epilogue.- Chap. 13 Epilogue.
Despre autor
Ying-Shao Hsu is a Professor of Graduate Institute of Science Education and the Department of Earth Sciences, as well as Chair Professor of the National Taiwan Normal University (NTNU). She received her Ph.D. degree in 1997 from the department of curriculum and instruction at the Iowa State University. Her research focuses on inquiry learning, science curriculum design, metacognition, and STEM education. Professor Hsu’s research work has been recognized with Outstanding Research Awards by the Minister of Science Technology (MOST) in Taiwan (2011 & 2015), National Taiwan Normal University Research Awards (2005, 2006, 2007, 2008, & 2012), and Wu Da-Yu Memorial Award (2005).
Yi-Fen Yeh is assistant professor in the College of Teacher Education at the National Taiwan Normal University (NTNU). She received her Ph.D. degree in 2010 from the department of Curriculum and Instruction at the Texas A&M University. Her research interests include STEM education, technological pedagogical content knowledge (TPACK), teacher education, and science literacy. She has published articles in international journals such as Computers and Education and the International Journal of Science Education. Her research work was recognized with a Outstanding Young Scholar Award by the Minister of Science Technology (MOST) in Taiwan (2017).
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