STEM Education in Mainland China

Meng, Nanxi; Yang, Yang; Zhou, Xinyu; Dong, Yan

doi:10.1007/978-981-19-2596-2_3

Cited by 4 publications

(5 citation statements)

References 22 publications

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“…This also reflects the neoliberal belief that the market is the most efficient way to allocate resources, and that individuals should be responsible for their own success. Moreover, the practice of STEM education in China has always been associated with entrepreneurship and creation, as mentioned earlier [40,41] . This not only refers to economy-driven policies, but also reflects neoliberalism, in which emphasis on entrepreneurship and innovation are the drivers of economic growth and prosperity [44] .…”

Section: The Strengths Of Stem Education In Chinamentioning

confidence: 97%

“…And it is believed that building an ecology of STEM education is the most effective way to increase the number of students in STEM-related fields [35] . Thus, the Chinese government has promoted improving students' number in STEM higher education as a strategic national movement and launched a series of educational policies and implementations which are considered as a policy issue geared towards economic ends [41] .…”

Section: Stem Education In Chinamentioning

confidence: 99%

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The Practice of STEM Education in Higher Education Context: China and USA

2023

IJNDE

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This report focuses on education policies across two nations, focusing specifically on STEM higher education, and more specifically on the two nations' efforts to increase the number of students in STEM-related fields. The main goal of increasing the number of students in STEM-related subjects in higher education has been to create an ecology of STEM education, something which has been established by one of the nations in this report, the USA. Through years of development, the USA has left an ecological footprint of STEM education which fits into the cultural, historical, political, and economic context of the USA. However, this context also has limitations, in particular low percentages of female and minority students, and low accessibility for students from lower socioeconomic backgrounds and certain states. The second country, China, has also been working on building up an ecology of STEM education, and considers actively improving the number of students in STEM higher education to be a strategic national movement, launching a series of educational policies and implementations, which could be considered as a process of policy borrowing, the main factor associated with which has been globalisation. This brings us to the main point of this report: globalisation has a fundamental influence on the education system, and sometimes can even offer opportunities to reform a nation's education system. Besides globalisation, some ideas associated with neoliberalism have also been linked with the challenges that global STEM education is facing.

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Section: The Strengths Of Stem Education In Chinamentioning

confidence: 97%

Section: Stem Education In Chinamentioning

confidence: 99%

The Practice of STEM Education in Higher Education Context: China and USA

2023

IJNDE

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“…They found that peer collaboration can improve boys' programming self-efficacy. However, girls' performance is shown in another way [8].…”

Section: Current Situationmentioning

confidence: 98%

“…In 2017, STEM education was officially included in K-12 curriculum standards, and many provinces started to publish guidelines for the establishment of the STEM curriculum. Despite the fact that there are no unified curriculum standards for STEM education, STEM education is gradually integrated into the curriculum through educational reform [8]. In the China STEM Education 2029 Action Plan, a platform for STEM research and evaluation is provided, and multiple STEM schools will be built in the future [9].…”

Section: Current Situationmentioning

confidence: 99%

“…Meng et al illustrate that although Chinese students have an excellent understanding of scientific knowledge, scholars still question the effectiveness of science education in elementary and secondary schools [8]. Moreover, Chinese students show a lack of creativity and low interest in science in Programme for International Student Assessment (PISA).…”

Section: Current Situationmentioning

confidence: 99%

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STEM Education in Japan, the United States, and China

Liu¹

2023

EHSS

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STEM education is designed for students to improve their skills so that they can handle the challenge in the 21st century. STEM skills are needed in nowadays’ job market, so it is essential for a country to develop STEM education so that the next generation can adapt to the future society. This paper analyses the development of STEM education in Japan, China and the United States to provide suggestions to solve the existing problems in these three countries. This paper found that there are three main problems which are the gender gap problem, the uneven quality of STEM teachers and students’ low interest in learning STEM. To solve these three problems, governments should build a qualified STEM teacher training system. Schools should pay more attention to the educational background of the teachers rather than other irrelevant factors. Teachers are encouraged to correct the negative stereotypes about STEM and give clear instructions on the future career choices of students. In this way, students’ interest in learning STEM and self-efficacy can be improved.

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A Survey of Pre-service and In-service Biology Teachers' Technological Pedagogical Content Knowledge (TPACK) in Implementing STEM Education

Chen,

Tse

2023

The 15th International Conference on Education Technology and Computers

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STEM Education in Mainland China

Cited by 4 publications

References 22 publications

The Practice of STEM Education in Higher Education Context: China and USA

The Practice of STEM Education in Higher Education Context: China and USA

STEM Education in Japan, the United States, and China

A Survey of Pre-service and In-service Biology Teachers' Technological Pedagogical Content Knowledge (TPACK) in Implementing STEM Education

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