An integrative evaluation of STEM policy in secondary education: Empirical reflections, conceptual discussions and policy implications

An integrative evaluation of STEM policy in secondary education: Empirical reflections, conceptual discussions and policy implications

Proceedings of the 30th International Conference on Computers in Education, ICCE 2022

• Kwok, Lai Yin The Education University of Hong Kong
• Wang, Heidy Jia Hui The Education University of Hong Kong

Taiwan

Asia-Pacific Society for Computers in Education

2022

• G 課程與教學:個別教學範疇
  • GC 數學及統計學
    • GCC 教學方法與效果
• G 課程與教學:個別教學範疇
  • GD 科學及科技
    • GDC 教學方法與效果
• G 課程與教學:個別教學範疇
  • GG 工程、製造及建築
    • GGC 教學方法與效果

• Hong Kong

• 1997.7 onwards

• 中學教育

Current academic research bodies on STEM education focus on five perspectives of student ability enhancement, teacher training, curriculum integration, pedagogy and curricular implementation in intra-national/cross-national comparative studies. Noteworthy, there has been no comprehensive policy analysis of STEM education in secondary school curricula in Hong Kong. For STEM is not formally documented into school curricula and students mostly join inter-school and international STEM project competitions. International literature reveals that conceptions of STEM education are still fuzzy. In this paper, a 2 X 3 matrix is utilized to evaluate the extent of implementing STEM education in mainstream secondary schools in Hong Kong, and to envisage contextual difficulties and obstacles against STEM education. This paper then leads conceptual discussions on integrated approaches, draw policy implications and recommend further research agendas. Copyright © 2022 Asia-Pacific Society for Computers in Education.

• 英文

章節

• 9789869721493

https://bibliography.lib.eduhk.hk/tc/bibs/e2d1ede4

2023-07-14