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What should a Chinese top-level design in STEM Education look like?

Author

Listed:
  • Baichang Zhong

    (South China Normal University)

  • Xiaofan Liu

    (South China Normal University)

  • Zehui Zhan

    (South China Normal University)

  • Qingchao Ke

    (South China Normal University)

  • Fulai Wang

    (Suzhou University of Science and Technology)

Abstract

STEM education has been extensively recognized by the Chinese government and the public nationally. However, there is no consistent terminology for naming STEM education in China, which leads to confusion about the use of STEM label in practice. Meanwhile, STEM-related evaluation has not received sufficient consideration by the Chinese government except for the Ministry of Education. In addition, macro-regulation and policy support at the national level in STEM education are limited, especially for vulnerable groups, contrasting with the United States. In order to fully release the enormous potential in developing science and technology, four approaches to reforming China’s STEM-related actions are discussed: (1) China should develop a consensus terminology based on national conditions as well as international communication. (2) China’s K-12 education should move forward along with four levels of STEM education and gradually reach the corresponding thinking degrees. (3) A multi-party collaborative service mechanism should be established. (4) It is critical to establish a school culture and environment that supports the integrated implementation of STEM-related education, including targeted instruction and training for vulnerable populations. In the future, a systematic top-level design is expected to promote the development of Chinese STEM education.

Suggested Citation

  • Baichang Zhong & Xiaofan Liu & Zehui Zhan & Qingchao Ke & Fulai Wang, 2022. "What should a Chinese top-level design in STEM Education look like?," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-8, December.
    • Handle: RePEc:pal:palcom:v:9:y:2022:i:1:d:10.1057_s41599-022-01279-1
    DOI: 10.1057/s41599-022-01279-1
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    References listed on IDEAS

    as
    1. Baichang Zhong & Xiaofan Liu & Liying Xia & Wang Sun, 2022. "A Proposed Taxonomy of Teaching Models in STEM Education: Robotics as an Example," SAGE Open, , vol. 12(2), pages 21582440221, May.
    2. Yongming Huang & David Audretsch & Megan Hewitt, 2013. "Chinese technology transfer policy: the case of the national independent innovation demonstration zone of East Lake," The Journal of Technology Transfer, Springer, vol. 38(6), pages 828-835, December.
    3. Nikki Forrester, 2020. "Diversity in science: next steps for research group leaders," Nature, Nature, vol. 585(7826), pages 65-67, September.
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    Cited by:

    1. Haozhe Jiang & Ritesh Chugh & Xuesong Zhai & Ke Wang & Xiaoqin Wang, 2024. "Longitudinal analysis of teacher self-efficacy evolution during a STEAM professional development program: a qualitative case study," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-16, December.
    2. Nadia Rehman & Xiao Huang & Amir Mahmood & Hafiz Muhammad Ihsan Zafeer & Nhelbourne Kalim Mohammad, 2025. "Emerging trends and effective strategies in STEM teacher professional development: A systematic review," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-23, December.
    3. Zehui Zhan & Shijing Niu, 2023. "Subject integration and theme evolution of STEM education in K-12 and higher education research," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-13, December.
    4. Gang Mao & Qianying Zhang & Tingyan Ma & Feiming Li & Min Lan, 2024. "Investigating how subject teachers transition to integrated STEM education: A hybrid qualitative study on primary and middle school teachers," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-11, December.

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