Engineering in grades 1–9 science education standards from China

Wan, Dongsheng; Lee, Yew-Jin

doi:10.1007/s11191-023-00457-0

Cited by 3 publications

(1 citation statement)

References 60 publications

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“…In contrast, China's challenges are more evenly spread across various categories, including teacher and student challenges and scientific content and inquiry, as illustrated in Wan and Lee (2023) and Yao and Guo (2018). This balanced distribution of challenges suggests a need for a holistic approach to addressing the multifaceted difficulties in science education.…”

Section: Challengesmentioning

confidence: 99%

Science teaching in BRICS: A systematic review of pedagogical approaches and challenges

Masalimova,

Zheltukhina,

Sergeeva

et al. 2024

EURASIA J Math Sci Tech Ed

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As major emerging economies, BRICS nations (Brazil, Russia, India, China, and South Africa) are prioritizing advancements in science education to drive innovation and sustainable development. This systematic review synthesizes insights across 55 studies on policies, practices, challenges, and innovations in science teaching and learning in BRICS countries. The analysis reveals shared goals of enhancing inquiry-based, technology-integrated, hands-on pedagogies and improving teacher competencies. However, systemic constraints like large classes, limited resources, assessment pressures and lack of local contextualization persist, exacerbated by cultural barriers in countries like South Africa. Variations also emerge in research foci, with Brazil emphasizing content knowledge, China evaluating interventions, India highlighting teacher-student roles and South Africa targeting systemic challenges. While common reform directions are evident, tailored interventions responding to each nation’s unique developmental context are essential, given differing priorities. Developing context-specific solutions while collaborating to exchange best practices can enable BRICS countries to collectively strengthen science education. Cross-national comparisons reveal gaps in areas like cultural responsiveness, indigenous knowledge, and comparative outcome analyses that can be addressed in future research. As BRICS nations cooperate strategically amid shifting global paradigms, transforming science education by addressing systemic inequities and nurturing critical thinking is vital for developing talent and technological capabilities. Sustained improvements require reorienting assessment-driven structures towards creativity, curiosity and local relevance while considering cultural perspectives.

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Section: Challengesmentioning

confidence: 99%

Science teaching in BRICS: A systematic review of pedagogical approaches and challenges

Masalimova,

Zheltukhina,

Sergeeva

et al. 2024

EURASIA J Math Sci Tech Ed

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How science teachers deal with STEM education: An explorative study from the lens of curriculum ideology

Tan,

Wei

2024

Science Education

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To gain a holistic understanding of how science teachers dealt with STEM education, this study explored two science teachers’ perceptions and practices at primary schools via the lens of curriculum ideology. By examining their perceptions and practices from six essential aspects (i.e., aim, content, student, teaching, learning, and assessment), we aim to provide deeper insights into what STEM education visions they have, why they promote it, and how they enact it in primary school settings. Combining deductive and inductive approaches, we analyzed data collected from multiple sources, including two rounds of semi‐structured interviews, field notes of school visits, artifact like students’ works, and documents like lesson plans and classroom videotapes. Results showed that the two teachers dealt with STEM education differently: one focused on teaching how to think and work as scientists or engineers with a scholar‐academic orientation, whereas the other was devoted to laying a foundation for students’ development and future lives with a learner‐centered orientation. Based on different value stances and aims, two teachers conceptualize STEM education and translate it into school courses and instructional activities differently, leading to varying degrees of curriculum integration, distinct cognitions of worthwhile content, and different teaching orientations. These findings have implications for researchers and practitioners to comprehend and reflect on how teachers deal with the issues involved in STEM education in school settings. The identified tensions and harmonies between different orientations provide insights into coordinating different values and interests to promote STEM education.

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O interesse de estudantes do ensino médio em cursos de engenharia ao longo da realização de práticas educativas contextualizadas

Feitosa,

Dal-Farra

2024

R. G. Secr.

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As carreiras de engenharia desempenham um papel fundamental no crescimento dos países, gerando a necessidade de os estudantes desenvolverem suas escolhas a partir dos cursos de nível superior ofertados em cada região. No caso do estado de Amazonas, o polo industrial oferece relevantes oportunidades laborais para os estudantes, e a gestão educacional e laboral demanda processos formativos adequados para este contexto. Diante de tais premissas, o presente estudo compreende a análise de um conjunto de atividades desenvolvidas com estudantes do Ensino Médio do 1º. ao 3º. ano relacionadas com a profissão do engenheiro na perspectiva da Ciência, Tecnologia, Engenharia e Matemática. O processo foi acompanhado pela aplicação de questionários respondidos pelos estudantes. Os dados obtidos foram analisados com a Estatística Descritiva e Inferencial. Os resultados demonstraram que o interesse dos estudantes nos cursos foi intermediário, com escores médios próximos a 3,00, e valores moderadamente superiores para áreas tais como a Engenharia da Computação, seguida de Engenharia Civil, Engenharia Mecânica e Engenharia de Produção. A totalidade do processo realizado indicou a necessidade de realizar tais ações na escola visando proporcionar um maior conhecimento em relação aos cursos para que os estudantes que possuam inclinações profissionais desta natureza possam optar por tais carreiras na educação superior.

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Engineering in grades 1–9 science education standards from China

Cited by 3 publications

References 60 publications

Science teaching in BRICS: A systematic review of pedagogical approaches and challenges

Science teaching in BRICS: A systematic review of pedagogical approaches and challenges

How science teachers deal with STEM education: An explorative study from the lens of curriculum ideology

O interesse de estudantes do ensino médio em cursos de engenharia ao longo da realização de práticas educativas contextualizadas

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