隨著二零一五年《施政報告》發佈，香港教育業界開始關注STEM（科學、科技、工程及數學）教育﹔然而，業界的討論主要聚焦於中小學教育，尚未觸及幼稚園處境。事實上，數學與自然科學是本地幼兒教育不可或缺的學習範疇，個別辦學團體及幼稚園已試行STEM教育活動，以培育幼兒的探索與科學精神。為了探討STEM在香港學前教育的出路，本文將運用質性研究方式，以五位幼兒教育工作者的個案訪談為基礎，透視在本地幼稚園推行STEM教育活動時的挑戰，並探討當中給予業界的啟示。 Copyright © 2018 香港教師中心.

This chapter introduces the reform of teacher preparation for primary General Studies teachers and secondary science teachers to implement STEM education in the Hong Kong Special Administrative Region (Hong Kong/ HKSAR) of China. In response to the call for the promotion of STEM education in recent policy addresses, STEM education is to be promoted through the Key Learning Areas of Science Education, Technology Education, and Mathematics Education in the school curriculum. Given the imperative role that teachers play in the provision of quality STEM education, the government, universities, and other stakeholders have contributed significant resources and funding to provide training programmes, workshops, projects, and research to prepare teachers to provide students with relevant school-based STEM learning opportunities. The discussion includes mainly pre-service teacher education comprising the degree programmes, subjects, and courses offered at undergraduate and postgraduate levels to nurture qualified teachers in STEM education and some brief information about in-service teacher professional development. Data is collected and analysed from government reports, policy documents, research articles, discussion papers, and programme information on STEM education and teacher education. This chapter provides an overview to inform future directions of teacher preparation for STEM education in Hong Kong. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG.

This study trialed a pedagogy of “To Play and Learn, To Inquire, To STEM and Code”. Supplementary with seven hands-on activity worksheets and 19 coding product templates and samples, the pedagogy was designed to expose students to the construction of electric circuits with Micro:bit in STEM classrooms for developing knowledge of electric circuits and problem-solving skills. The pedagogy was implemented as a 280-minute teaching in eight lessons for 23 selected Grade 5 classes, which involved 369 students from nine primary schools at Hong Kong. The results of pre-post-test validate the success of the pedagogy in students' statistically significant growth in all three topic-specific knowledge points. The results of questionnaire survey demonstrate the impact of the pedagogy on students' statistically significant growth in their awareness of and their confidence in applying the target problem-solving skills. The results of focus group interviews confirm that students were satisfied with the experiences and outcomes of the pedagogy in developing topic-specific knowledge and problem-solving skills. This study reveals that the pedagogy is well received by students; noticeably effective to enhance students' knowledge of electric circuits; and potential to promote their development of problem-solving skills. Future directions to extend the pedagogy for senior primary curriculum are discussed. Copyright © 2022 Asia-Pacific Society for Computers in Education.

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.

STEM education has taken on high importance in Hong Kong K-12 education landscape. Despite policy advocacy and curriculum endeavour, the quality of STEM education varies significantly between schools. Research literature indicates that high-quality STEM education requires teachers’ rigorous delivery of topics and appropriate pedagogies, and one approach to improve such practices is teacher professional development (TPD). However, because current research on TPD has not given explicit consideration to the complex nature of STEM education, there remains a lack of a clear blueprint of how TPD should be conducted to build teachers’ capacity for STEM education effectively. This paper presents a case study that explores the necessary attributes and identifies the missing links of STEM education TPD by understanding how various TPD models supported a Hong Kong K-12 school embracing STEM education. Qualitative data collection methods, including semi-structured interviews and classroom observations, were employed to draw a picture of TPD implementations in the selected school. The findings suggest that, at the macro-level, effective STEM TPD should not stop at employing mixed use of TPD models; the models have to be integrated organically with respect to a school-based STEM curriculum implementation approach. A collaborative culture between teachers must be cultivated for effective inter-disciplinary integration. Collaborative action research should also be promoted to develop collective wisdom of STEM pedagogies. At the micro-level, TPACK and cross-disciplinary integration skills need to be focusing areas of STEM TPD. With these guiding principles, some possible strategies for effective STEM education TPD are suggested. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Background Despite the focus of many global education systems on science, technology, engineering, and mathematics (STEM) education, research on teachers' concerns about this relatively new educational phenomenon remains scarce. Purpose This study used the concerns-based adoption model as the theoretical framework to examine the primary concerns expressed by teachers about STEM education and identified a typology of teachers based on the response patterns of their concerns. Sample A regionally representative sample of 331 primary and secondary school teachers of STEM-related subjects in Hong Kong participated in this study. Design and methods Data were collected from the teachers through an online, self-reported survey. Latent class analysis was used to profile teachers' concerns about STEM education in this study, and multinomial logistic regression analysis was performed to regress the latent class outcome variable on the covariates. Results The majority of the teachers reported high levels of concern at all five stages of STEM education implementation, namely evaluation, information, management, consequence, and refocusing. Latent class analysis revealed three classes of teachers who were extremely concerned (49.1%), considerably concerned (43.5%), or moderately concerned (7.4%) about STEM education. Multinomial logistic regression analysis indicated that the teaching sector (primary or secondary) and participation in STEM education training significantly contributed to the prediction of the latent class outcome variable. Conclusion Given that 96% of the teachers in this study were trained in STEM education through workshops, seminars, courses, and trips, these findings highlight the necessity of designing personalized professional learning experiences for teachers and provide empirically supported evidence to indicate teachers' preparedness and readiness to adopt STEM education as an educational innovation and directions for future research in related areas. This

Mathematics is one of the core subjects in engineering education and forms the foundation of all disciplines in engineering. In Hong Kong, a significant number of students are admitted to engineering programmes without sufficient mathematical background. Engineering mathematics is essential for teaching and learning many fundamental and advanced engineering subjects. Due to this reason, a mobile application (app) is developed as one of the core components of engineering mathematics education by offering students flexible and self-initiated learning. In this study, a hypothesis model is proposed to investigate the effectiveness of student's learning in engineering mathematics with the developed mobile app. The results showed that the ease and convenience of using the mobile app have a positive effect on students' autonomous learning, and motivation and have a positive relationship with the learning effectiveness of the mobile learning (M-learning) app. It was found that the average marks of the assessment tests were significantly better than the screening test by using the app and notes. The current study has important implications in that the M-learning app should be used as a supportive role to supplement traditional teaching approaches. Copyright © 2022 Routledge.

This article begins with a historical overview of the STEM education policy and related classroom practices in Hong Kong. Against the backdrop that the Hong Kong education authority has been promoting STEM education over the past few years, there has been a pressing need for effective strategies of implementing STEM education in the context of reduced class size classrooms (i.e. small class teaching). With a view to addressing this need, this article strives to exemplify the incorporation of STEM education into small class teaching settings. Intended as a conceptual paper drawing on design approaches for STEM lessons and a small class teaching framework, the article demonstrates the relevance of STEM education to small class teaching. Two illustrative lesson design examples are provided to showcase how the design approaches and framework can be operationalised. In addition, the article also offers a thoughtful discussion concerning the potential challenges of delivering the two sample lessons as well as the coping strategies. It contributes to understanding of STEM education theories and provides a valuable reference for educational practitioners. Copyright © 2022 Springer.