The purpose of this edited book is to enrich the literature related to STEM education at kindergarten, primary and secondary levels in Asia, with particular attention given to the analysis of the educational context in a number of Asian countries, including STEM-related policies, pedagogical practices, and the design and evaluation of STEM programmes. The discussions look into impacts on student learning outcomes and the ways in which STEM education is catering for schools and students' interests and needs. The contributors are experts in STEM education or are leading major research and development projects in STEM in their regions. The book's first section is focused at the macro-level on the conceptualization and formulation of STEM education policies in different regions, contributing to our understanding of the current status of STEM education in Asia. The second section examines some features of STEM learning and teaching at the classroom level and includes studies on student learning in STEM programmes. Pedagogical innovations implemented in different parts of Asia are also reported and discussed. The third section moves to teacher education and teacher professional development. It discusses practices of teacher professional development in the region and reports on current provisions as well as challenges. Together, the contributions from different Asian regions invite researchers and educators to learn from effective STEM practices, and point out areas for further development.
Chapters "An Overview of STEM Education in Asia" and "STEM Teacher Professional Development for Primary School Teachers in Hong Kong" are available open access under a CC BY 4.0 license at link.springer.com.


About the Author
Professor May Cheng May Hung is currently Associate Vice President (Academic Affairs), Registrar and Chair Professor of Teacher Education of The Education University of Hong Kong. She was President of the East Asian Association for Science Education (EASE) from 2016 to 2018. Her main areas of research are teacher education and science education. She researches in inquiry learning, assessment for learning, and the nature of science, with a focus on teacher learning and teacher professional development.
Dr Cathy Buntting is Director of the Wilf Malcolm Institute of Educational Research at the University of Waikato, New Zealand. Her research interests straddle science, technology and STEM education across the school years, with a strong focus on innovative approaches to education in these disciplines. She has directed a range of government-funded research and development projects, including the award-winning Science Learning Hub which uses digital innovationto link the education and STEM sectors.

Professor Alister Jones is a research professor and the senior deputy vice-chancellor at the University of Waikato, New Zealand. He has written extensively on curriculum development in both science and technology education in New Zealand and been consulted on educational development in New Zealand, Australia, the United Kingdom, USA, Hong Kong, China, Thailand and Chile, and co-chaired an APEC working group on science and mathematics education.




Book Information
ISBN 9789811925955
Author May May Hung Cheng
Format Hardback
Page Count 287
Imprint Springer Verlag, Singapore
Publisher Springer Verlag, Singapore