Course Design and Evaluation System Construction Under the STEM Education Mode

With the rapid development of information technology,Science,Technology,Engineering,and Mathematics(STEM)education,as a crucial model for nurturing innovative talents,is gaining increasing attention.However,challenges such as insufficient resources and a lack of diversity in teaching methods exist in its implementation.Against this backdrop,this article conducts an in-depth analysis of course design and evaluation system construction under the STEM education model.The aim is to explore effective teaching strategies and diversified evaluation methods,with the ultimate goal of enhancing the quality of education and cultivating students’comprehensive problem-solving skills.

Implementation and Insights on Science Inquiry Activities in Kindergartens Under the Concept of STEM Education

The STEM education philosophy spans across disciplines such as science,technology,engineering,and mathematics.In the context of thematic activities in kindergartens,teachers can utilize the STEM education philosophy to cultivate children’s innovative thinking qualities and practical operation skills,helping them develop a scientific inquiry spirit and skills.This paper takes the development of science inquiry activities in kindergartens as a path,exploring the significance and implementation paths of applying the STEM education philosophy in such activities.

A Literature Review of Advancing Early STEM Education in the GBA

There are many previous studies indicating that STEM pedagogy has various positive functions for learners.However,the details of STEM education still need to be further studied to make it more widely available in early education.In this research,I will review the impact of STEM education on early childhood development through various literary theories.I hope to further conclude the influence of STEM education and its positive functions on children.It can provide information to pre-schools and early education centres to help more young children get early exposure to STEM education and develop their abilities in different aspects.

STEM Education as a Concept Borrowing Issue: Perspectives of School Administrators in Turkey

Purpose:As a borrowed concept,science,technology,engineering,and mathematics(STEM)education holds limited relevance in many country contexts.This study investigates how school administrators in Turkey view STEM education from three dimensions:(a)their understanding of STEM education,(b)their experiences of STEM implementations,and(c)their perception of their roles in STEM implementation.Design/Approach/Methods:This phenomenological study analyzes the perceptions of school principals working in prominent high schools in Turkey.Findings:The findings indicate that there are gaps in STEM implementation at both the conceptual level and the school level,including epistemological issues,infrastructural gaps,mismatch with overall organizational culture,and knowledge and skill gaps.Despite efforts to integrate STEM education into educational practices,significant deficiencies are making it an unrealistic practice in Turkey.Originality/Value:While the literature on STEM education is expanding,a few empirical studies focus on school management in relation to STEM education.Arguably,despite promising to transform science and mathematics teaching,STEM education appears to have limited relevance to science and mathematics teaching in Turkeyrendering it yet another example of concept and policy borrowing in education.

Constructionist Learning in School Mathematics:Implications for Education in the Fourth Industrial Revolution

Highlights Amid rapid technological development in the Fourth Industrial Revolution,this article engages with an important question,especially in the context of science,technology,engineering,and mathematics(STEM)education:Can technology transform STEM teaching and learning?

A Data Collection on Secondary School Students’STEM Performance and Reading Practices in an Emerging Country

Science,technology,engineering,and mathematics(STEM)education has become a critical factor in promoting sustainable development.Meanwhile,book reading is still an essential method for cognitive development and knowledge acquisition.In developing countries where STEM teaching and learning resources are limited,book reading is an important educational tool to promote STEM.Nevertheless,public data sets about STEM education and book reading behaviors in emerging countries are scarce.This article,therefore,aims to present a data set of 4,966 secondary school students from a school-based data collection in Vietnam.The data set comprises of five major categories:1)students’personal information(including STEM performance),2)family-related information,3)book reading preferences,4)book reading frequency/habits,and 5)classroom activities.By introducing the designing principles,the data collection method,and the variables in the data set,we aim to provide researchers,policymakers,and educators with well-validated resources and guidelines to conduct low-cost research,pedagogical programs in emerging countries.