Asia-Pacific STEM Teaching Practices

1. Front Matter

   Pages i-vi

   PDF

2. Opportunities and Challenges of STEM Education

   • Ying-Shao Hsu, Su-Chi Fang

   Pages 1-16

3. The Potential of Arts-Integrated STEM Approaches to Promote Students’ Science Knowledge Construction and a Positive Perception of Science Learning

   • Hye-Eun Chu, Yeon-A. Son, Hyoung-Kyu Koo, Sonya N. Martin, David F. Treagust

   Pages 17-38

4. A Framework for Examining Teachers’ Practical Knowledge for STEM Teaching

   • Kennedy Kam Ho Chan, Yi-Fen Yeh, Ying-Shao Hsu

   Pages 39-50

5. Instructional Knowledge of STEM: The Voices of STEM Teachers in Taiwan

   • Yi-Fen Yeh, Ying-Shao Hsu

   Pages 51-66

6. Teachers’ Conceptions About STEM and Their Practical Knowledge for STEM Teaching in Hong Kong

   • Valerie W. Y. Yip, Kennedy Kam Ho Chan

   Pages 67-81

7. Teacher Professional Development for STEM Education: Adaptations for Students with Intellectual Disabilities

   • Winnie Wing Mui So, Jia Li, Qianwen He

   Pages 83-102

8. Teaching Engineering-Focused STEM Curriculum: PCK Needed for Teachers

   • Szu-Chun Fan, Kuang-Chao Yu

   Pages 103-116

9. Exploring the Affordances of Open-Source Sensors in Promoting Authenticity in Mathematics Learning

   • Joshua Lee Shanwei, Kenneth Y. T. Lim, Yuen Ming De, Ahmed Hilmy

   Pages 117-137

10. Changing STEM and Entrepreneurial Thinking Teaching Practices and Pedagogy Through a Professional Learning Program

    • Lihua Xu, Coral Campbell, Linda Hobbs

    Pages 139-155

11. Potential and Challenges in Integrating Science and Mathematics in the Classroom Through Real-World Problems: A Case of Implementing an Interdisciplinary Approach to STEM

    • Wanty Widjaja, Peter Hubber, George Aranda

    Pages 157-171

12. Framing and Assessing Scientific Inquiry Practices

    • Russell Tytler, Peta White

    Pages 173-189

13. Assessment Challenges in STEM Reforms and Innovations

    • Su-Chi Fang, Ying-Shao Hsu

    Pages 191-203

14. Epilogue—Understanding STEM for STEM Education: Toward a Systems Approach

    • Sibel Erduran

    Pages 205-213

This book offers various perspectives on the complex and crosscutting concepts of the science, technology, engineering, and mathematics (STEM) disciplines in the classroom context.  Presenting empirical studies, it reveals how researchers in the Asia-Pacific Region planned and implemented STEM education in the classroom. Further, it discusses the assessment of STEM learning to clarify what important elements should be included and how researchers and educators frame and design assessment tools. The book consists of four parts: potential and trends in STEM education; teachers’ practical knowledge for STEM teaching; STEM teaching practices; and assessment of STEM learning. Providing evidence on developing curriculums, implementing instructional practices and educating classroom teachers, it is intended for readers wanting to explore STEM education from multiple perspectives.

• STEM teaching
• Pedagogical Content Knowledge
• STEM assessment
• STEM education
• science, technology, engineering, and mathematics
• teachers’ practical knowledge for STEM
• STEM learning
• learning and instruction

“This book is an excellent resource for researchers in the area of STEM/STEAM education because it gives foundational information regarding what has been studied. … This book would also be a valuable reference for educators interested in designing a STEM program.” (MAA Reviews, April 12, 2020)

• National Taiwan Normal University, Taipei, Taiwan

  Ying-Shao Hsu, Yi-Fen Yeh

Ying-Shao Hsu is a Professor of Graduate Institute of Science Education and the Department of Earth Sciences, as well as Chair Professor of  the National Taiwan Normal University (NTNU). She received her Ph.D. degree in 1997 from the department of curriculum and instruction at the Iowa State University. Her research focuses on inquiry learning, science curriculum design, metacognition, and STEM education. Professor Hsu's research work has been recognized with Outstanding Research Awards by the Minister of Science Technology (MOST) in Taiwan (2011 & 2015),  National Taiwan Normal University Research Awards (2005, 2006, 2007, 2008, & 2012), and Wu Da-Yu Memorial Award (2005).


Yi-Fen Yeh is assistant professor in the College of Teacher Education at the National Taiwan Normal University (NTNU). She received her Ph.D. degree in 2010 from the department of Curriculum and Instruction at the Texas A&M University. Her research interests include STEM education, technological pedagogical content knowledge (TPACK), teacher education, and science literacy. She has published articles in international journals such as Computers and Education and the International Journal of Science Education. Her research work was recognized with a Outstanding Young Scholar Award by the Minister of Science Technology (MOST) in Taiwan (2017).    

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