The cultivation of new quality talents has become a strategic need for national development.STEM education and intelligent technology are crucial in fostering the high-quality development of these talents.However,effe...The cultivation of new quality talents has become a strategic need for national development.STEM education and intelligent technology are crucial in fostering the high-quality development of these talents.However,effectively integrating intelligent technology with STEM education to enhance students‘comprehensive abilities is a significant challenge for educators.This paper explores how STEM education can empower the development of new quality talents in the digital intelligence era,delves into the essence of interdisciplinary integration driven by intelligent technology,and provides an in-depth analysis of the development landscape and implementation paths of intelligent technology in STEM education.The study finds that intelligent technology can significantly boost students’interest in learning,innovation capabilities,and problem-solving skills.However,it also highlights issues such as inadequate top-level design,teacher professional development,evaluation system improvement,and data security protection.Based on these findings,the paper proposes targeted strategies to provide more effective practical pathways for the interdisciplinary integration of STEM education.展开更多
Traditional educational paradigms prioritize age-based progression and early specialization as key indicators of academic potential,especially in STEM.This study challenges this norm by analyzing university entrance a...Traditional educational paradigms prioritize age-based progression and early specialization as key indicators of academic potential,especially in STEM.This study challenges this norm by analyzing university entrance ages of 226 Nobel Physics Laureates(1901-2024).Results reveal a right-skewed distribution(Median=18;Mean=18.8;SD=2.4)with substantial variance(14-25 years),including outliers like Lev Landau(14)and Arthur Ashkin(24).Notably,figures such as Guglielmo Marconi achieved breakthroughs without formal university entry,relying on self-directed learning.Using survival analysis and multinomial regression,we find“non-traditional”timelines,accelerated,delayed,or non-formal pathways,correlate with distinct creative advantages.This suggests current“timeliness”metrics poorly predict transformative scientific achievement.We propose an“Optimal Chrono-Diversity”framework advocating flexible entry systems,enhanced adult learner support,and recognition of autodidactic potential to inform educational policy and cultivate innovative STEM talent.展开更多
There are many previous studies indicating that STEM pedagogy has various positive functions for learners.However,the details of STEM education still need to be further studied to make it more widely available in earl...There are many previous studies indicating that STEM pedagogy has various positive functions for learners.However,the details of STEM education still need to be further studied to make it more widely available in early education.In this research,I will review the impact of STEM education on early childhood development through various literary theories.I hope to further conclude the influence of STEM education and its positive functions on children.It can provide information to pre-schools and early education centres to help more young children get early exposure to STEM education and develop their abilities in different aspects.展开更多
With the advent of the information age, scientific and technological innovation has become the backbone of society. The early stage of stem education was proposed by the United States. Since the implementation of stem...With the advent of the information age, scientific and technological innovation has become the backbone of society. The early stage of stem education was proposed by the United States. Since the implementation of stem education in the United States, there has been a significant improvement in national quality and national economic strength, which is directly related to the implementation of stem education. The so-called stem education mainly focuses on design to improve children's thinking ability. The course mainly includes mathematical literacy, technical literacy and so on. At the present stage, stem education is also widely used in the education industry in our country. Carrying out stem education in kindergartens has many advantages, which can effectively promote the healthy growth of young children. In this regard, the article first analyzes the feasibility of implementing stem education in kindergartens, and at the same time gives the corresponding implementation methods, hoping to give everyone some inspiration.展开更多
With the rapid development of information technology,Science,Technology,Engineering,and Mathematics(STEM)education,as a crucial model for nurturing innovative talents,is gaining increasing attention.However,challenges...With the rapid development of information technology,Science,Technology,Engineering,and Mathematics(STEM)education,as a crucial model for nurturing innovative talents,is gaining increasing attention.However,challenges such as insufficient resources and a lack of diversity in teaching methods exist in its implementation.Against this backdrop,this article conducts an in-depth analysis of course design and evaluation system construction under the STEM education model.The aim is to explore effective teaching strategies and diversified evaluation methods,with the ultimate goal of enhancing the quality of education and cultivating students’comprehensive problem-solving skills.展开更多
The STEM education philosophy spans across disciplines such as science,technology,engineering,and mathematics.In the context of thematic activities in kindergartens,teachers can utilize the STEM education philosophy t...The STEM education philosophy spans across disciplines such as science,technology,engineering,and mathematics.In the context of thematic activities in kindergartens,teachers can utilize the STEM education philosophy to cultivate children’s innovative thinking qualities and practical operation skills,helping them develop a scientific inquiry spirit and skills.This paper takes the development of science inquiry activities in kindergartens as a path,exploring the significance and implementation paths of applying the STEM education philosophy in such activities.展开更多
Inequalities in STEM education remain a persistent issue,disproportionately affecting underrepresented groups,including women,minorities,and low-income students.This study aims to explore how educators address these i...Inequalities in STEM education remain a persistent issue,disproportionately affecting underrepresented groups,including women,minorities,and low-income students.This study aims to explore how educators address these inequalities through social justice frameworks in their teaching practices.Grounded in theories of culturally relevant pedagogy and critical pedagogy,the research investigates the role of teachers as key agents in promoting equity in STEM classrooms.A systematic literature review was conducted,drawing from case studies,academic articles,and policy reports,focusing on strategies that educators use to create more inclusive and supportive learning environments.The findings reveal that educators utilize a range of methods,such as differentiated instruction,inclusive curriculum design,and culturally responsive teaching,to address disparities in STEM education.However,significant challenges,including limited resources and inconsistent institutional support,hinder full implementation.This paper highlights the importance of teacher agency and the need for professional development programs that equip educators to better address social justice in STEM education.It contributes to existing literature by providing a comprehensive analysis of best practices while identifying gaps in research on long-term impacts and global applicability.展开更多
Generative Artificial Intelligence(GAI)refers to a class of AI systems capable of creating novel,coherent,and contextually relevant content—such as text,images,audio,and video—based on patterns learned from extensiv...Generative Artificial Intelligence(GAI)refers to a class of AI systems capable of creating novel,coherent,and contextually relevant content—such as text,images,audio,and video—based on patterns learned from extensive training datasets.The public release and rapid refinement of large language models(LLMs)like ChatGPT have accelerated the adoption of GAI across various medical specialties,offering new tools for education,clinical simulation,and research.Dermatology training,which heavily relies on visual pattern recognition and requires extensive exposure to diverse morphological presentations,faces persistent challenges such as uneven distribu-tion of educational resources,limited patient exposure for rare conditions,and variability in teaching quality.Exploring the integration of GAI into pedagogical frameworks offers innovative approaches to address these challenges,potentially enhancing the quality,standardization,scalability,and accessibility of dermatology ed-ucation.This comprehensive review examines the core concepts and technical foundations of GAI,highlights its specific applications within dermatology teaching and learning—including simulated case generation,per-sonalized learning pathways,and academic support—and discusses the current limitations,practical challenges,and ethical considerations surrounding its use.The aim is to provide a balanced perspective on the significant potential of GAI for transforming dermatology education and to offer evidence-based insights to guide future exploration,implementation,and policy development.展开更多
Purpose:As a borrowed concept,science,technology,engineering,and mathematics(STEM)education holds limited relevance in many country contexts.This study investigates how school administrators in Turkey view STEM educat...Purpose:As a borrowed concept,science,technology,engineering,and mathematics(STEM)education holds limited relevance in many country contexts.This study investigates how school administrators in Turkey view STEM education from three dimensions:(a)their understanding of STEM education,(b)their experiences of STEM implementations,and(c)their perception of their roles in STEM implementation.Design/Approach/Methods:This phenomenological study analyzes the perceptions of school principals working in prominent high schools in Turkey.Findings:The findings indicate that there are gaps in STEM implementation at both the conceptual level and the school level,including epistemological issues,infrastructural gaps,mismatch with overall organizational culture,and knowledge and skill gaps.Despite efforts to integrate STEM education into educational practices,significant deficiencies are making it an unrealistic practice in Turkey.Originality/Value:While the literature on STEM education is expanding,a few empirical studies focus on school management in relation to STEM education.Arguably,despite promising to transform science and mathematics teaching,STEM education appears to have limited relevance to science and mathematics teaching in Turkeyrendering it yet another example of concept and policy borrowing in education.展开更多
Science,technology,engineering,and mathematics(STEM)encompasses the systematic education of interdisciplinary talent with innovative spirit and practical skills,spanning from basic education to higher education.Curren...Science,technology,engineering,and mathematics(STEM)encompasses the systematic education of interdisciplinary talent with innovative spirit and practical skills,spanning from basic education to higher education.Current STEM education in China is thriving at the basic education level,while higher education is increasingly focusing on STEM talent cultivation.Drawing on empirical research from the Yangtze River Delta Education Modernization Monitoring and Evaluation Project,this study integrated technologies,including large language models,to build a holistic analysis model for STEM talent cultivation in Chinese higher education.The model enables a systematic analysis of the scale of STEM talent cultivation,disciplinary structure,regional differences,and development trends in Chinese higher education institutions(HEls).Evidently,there is an urgent need for China to establish a holistic planning framework for STEM education.It is necessary to implement initiatives to enhance the quality of STEM talent cultivation,guide regions and HEls in adopting differentiated development paths,and establish a monitoring,evaluation,and guidance system for STEM talent cultivation.These endeavors can provide robust talent support for building a leading country in education.展开更多
This study explores the multifaceted dynamics of silence among Englishas an Additional Language(EAL)learners in Grade 1 STEM(Science,Technology,Engineering,and Mathematics)classrooms throughnarrative inquiry methodolo...This study explores the multifaceted dynamics of silence among Englishas an Additional Language(EAL)learners in Grade 1 STEM(Science,Technology,Engineering,and Mathematics)classrooms throughnarrative inquiry methodology.Drawing on four weeks of teachingpracticum observations,the findings reveal that silence operates not asdisengagement but as cognitive engagement,cultural negotiation,identity management,and emotional self-regulation.Classroom silence,influenced by cultural communication norms,strategic agency,andemotional safety needs,highlights the inadequacy of traditional modelsof verbal participation.By positioning silence as a legitimate form ofparticipation,the study argues for culturally sustaining pedagogicalpractices that validate multimodal and non-verbal student contributions.Insights are also connected to challenges and opportunities in China'semerging inquiry-based STEM education efforts.This research advancesunderstandings of inclusive participation and offers pedagogicalrecommendations for linguistically diverse classrooms.展开更多
Educational opportunities for students addressing issues in sustainable built environments are evolving with new learning approaches. Our study asked if technology mediated learning environments using AR （augmented r...Educational opportunities for students addressing issues in sustainable built environments are evolving with new learning approaches. Our study asked if technology mediated learning environments using AR （augmented reality） can enhance student learning in the architecture and engineering disciplines. There were multiple study sites, two of them University of Arkansas and Florida International University are discussed. At each site, three collaborative projects were assigned to student teams during fall 2016. Students analyzed an existing building and developed alternative solutions based on improving energy performance. Our paper presents： （1） the research challenge related to the integration of immersive head-mounted display technology providing visual simulations and interactive lessons for interdisciplinary collaboration; and （2） the progress of Phase 1 consisting of our control group results run without the use of AR technology.展开更多
This study examines the transmission of gender stereotypes in the educational process and their impact on girls’choices of Science,Technology,Engineering,and Mathematics(STEM)majors.Utilizing a mixed-methods approach...This study examines the transmission of gender stereotypes in the educational process and their impact on girls’choices of Science,Technology,Engineering,and Mathematics(STEM)majors.Utilizing a mixed-methods approach with a sample of 500 high school students,the research identified a significant negative correlation between the perception of gender stereotypes and intentions to pursue STEM fields,particularly among female students.The study’s findings suggest that educational interventions aimed at challenging gender stereotypes can enhance self-efficacy and encourage more equitable STEM major choices.The importance of female role models and equitable teaching practices in mitigating the impact of gender stereotypes is also highlighted.The paper concludes with recommendations for educational policy makers,schools,teachers,parents,and society to collaboratively address gender biases and support all students in STEM education.展开更多
Highlights Amid rapid technological development in the Fourth Industrial Revolution,this article engages with an important question,especially in the context of science,technology,engineering,and mathematics(STEM)educ...Highlights Amid rapid technological development in the Fourth Industrial Revolution,this article engages with an important question,especially in the context of science,technology,engineering,and mathematics(STEM)education:Can technology transform STEM teaching and learning?展开更多
Science,technology,engineering,and mathematics(STEM)education has become a critical factor in promoting sustainable development.Meanwhile,book reading is still an essential method for cognitive development and knowled...Science,technology,engineering,and mathematics(STEM)education has become a critical factor in promoting sustainable development.Meanwhile,book reading is still an essential method for cognitive development and knowledge acquisition.In developing countries where STEM teaching and learning resources are limited,book reading is an important educational tool to promote STEM.Nevertheless,public data sets about STEM education and book reading behaviors in emerging countries are scarce.This article,therefore,aims to present a data set of 4,966 secondary school students from a school-based data collection in Vietnam.The data set comprises of five major categories:1)students’personal information(including STEM performance),2)family-related information,3)book reading preferences,4)book reading frequency/habits,and 5)classroom activities.By introducing the designing principles,the data collection method,and the variables in the data set,we aim to provide researchers,policymakers,and educators with well-validated resources and guidelines to conduct low-cost research,pedagogical programs in emerging countries.展开更多
文摘The cultivation of new quality talents has become a strategic need for national development.STEM education and intelligent technology are crucial in fostering the high-quality development of these talents.However,effectively integrating intelligent technology with STEM education to enhance students‘comprehensive abilities is a significant challenge for educators.This paper explores how STEM education can empower the development of new quality talents in the digital intelligence era,delves into the essence of interdisciplinary integration driven by intelligent technology,and provides an in-depth analysis of the development landscape and implementation paths of intelligent technology in STEM education.The study finds that intelligent technology can significantly boost students’interest in learning,innovation capabilities,and problem-solving skills.However,it also highlights issues such as inadequate top-level design,teacher professional development,evaluation system improvement,and data security protection.Based on these findings,the paper proposes targeted strategies to provide more effective practical pathways for the interdisciplinary integration of STEM education.
基金Inner Mongolia Natural Science Foundation of China(Project No.:2023QN01015).
文摘Traditional educational paradigms prioritize age-based progression and early specialization as key indicators of academic potential,especially in STEM.This study challenges this norm by analyzing university entrance ages of 226 Nobel Physics Laureates(1901-2024).Results reveal a right-skewed distribution(Median=18;Mean=18.8;SD=2.4)with substantial variance(14-25 years),including outliers like Lev Landau(14)and Arthur Ashkin(24).Notably,figures such as Guglielmo Marconi achieved breakthroughs without formal university entry,relying on self-directed learning.Using survival analysis and multinomial regression,we find“non-traditional”timelines,accelerated,delayed,or non-formal pathways,correlate with distinct creative advantages.This suggests current“timeliness”metrics poorly predict transformative scientific achievement.We propose an“Optimal Chrono-Diversity”framework advocating flexible entry systems,enhanced adult learner support,and recognition of autodidactic potential to inform educational policy and cultivate innovative STEM talent.
文摘There are many previous studies indicating that STEM pedagogy has various positive functions for learners.However,the details of STEM education still need to be further studied to make it more widely available in early education.In this research,I will review the impact of STEM education on early childhood development through various literary theories.I hope to further conclude the influence of STEM education and its positive functions on children.It can provide information to pre-schools and early education centres to help more young children get early exposure to STEM education and develop their abilities in different aspects.
文摘With the advent of the information age, scientific and technological innovation has become the backbone of society. The early stage of stem education was proposed by the United States. Since the implementation of stem education in the United States, there has been a significant improvement in national quality and national economic strength, which is directly related to the implementation of stem education. The so-called stem education mainly focuses on design to improve children's thinking ability. The course mainly includes mathematical literacy, technical literacy and so on. At the present stage, stem education is also widely used in the education industry in our country. Carrying out stem education in kindergartens has many advantages, which can effectively promote the healthy growth of young children. In this regard, the article first analyzes the feasibility of implementing stem education in kindergartens, and at the same time gives the corresponding implementation methods, hoping to give everyone some inspiration.
文摘With the rapid development of information technology,Science,Technology,Engineering,and Mathematics(STEM)education,as a crucial model for nurturing innovative talents,is gaining increasing attention.However,challenges such as insufficient resources and a lack of diversity in teaching methods exist in its implementation.Against this backdrop,this article conducts an in-depth analysis of course design and evaluation system construction under the STEM education model.The aim is to explore effective teaching strategies and diversified evaluation methods,with the ultimate goal of enhancing the quality of education and cultivating students’comprehensive problem-solving skills.
文摘The STEM education philosophy spans across disciplines such as science,technology,engineering,and mathematics.In the context of thematic activities in kindergartens,teachers can utilize the STEM education philosophy to cultivate children’s innovative thinking qualities and practical operation skills,helping them develop a scientific inquiry spirit and skills.This paper takes the development of science inquiry activities in kindergartens as a path,exploring the significance and implementation paths of applying the STEM education philosophy in such activities.
文摘Inequalities in STEM education remain a persistent issue,disproportionately affecting underrepresented groups,including women,minorities,and low-income students.This study aims to explore how educators address these inequalities through social justice frameworks in their teaching practices.Grounded in theories of culturally relevant pedagogy and critical pedagogy,the research investigates the role of teachers as key agents in promoting equity in STEM classrooms.A systematic literature review was conducted,drawing from case studies,academic articles,and policy reports,focusing on strategies that educators use to create more inclusive and supportive learning environments.The findings reveal that educators utilize a range of methods,such as differentiated instruction,inclusive curriculum design,and culturally responsive teaching,to address disparities in STEM education.However,significant challenges,including limited resources and inconsistent institutional support,hinder full implementation.This paper highlights the importance of teacher agency and the need for professional development programs that equip educators to better address social justice in STEM education.It contributes to existing literature by providing a comprehensive analysis of best practices while identifying gaps in research on long-term impacts and global applicability.
文摘Generative Artificial Intelligence(GAI)refers to a class of AI systems capable of creating novel,coherent,and contextually relevant content—such as text,images,audio,and video—based on patterns learned from extensive training datasets.The public release and rapid refinement of large language models(LLMs)like ChatGPT have accelerated the adoption of GAI across various medical specialties,offering new tools for education,clinical simulation,and research.Dermatology training,which heavily relies on visual pattern recognition and requires extensive exposure to diverse morphological presentations,faces persistent challenges such as uneven distribu-tion of educational resources,limited patient exposure for rare conditions,and variability in teaching quality.Exploring the integration of GAI into pedagogical frameworks offers innovative approaches to address these challenges,potentially enhancing the quality,standardization,scalability,and accessibility of dermatology ed-ucation.This comprehensive review examines the core concepts and technical foundations of GAI,highlights its specific applications within dermatology teaching and learning—including simulated case generation,per-sonalized learning pathways,and academic support—and discusses the current limitations,practical challenges,and ethical considerations surrounding its use.The aim is to provide a balanced perspective on the significant potential of GAI for transforming dermatology education and to offer evidence-based insights to guide future exploration,implementation,and policy development.
文摘Purpose:As a borrowed concept,science,technology,engineering,and mathematics(STEM)education holds limited relevance in many country contexts.This study investigates how school administrators in Turkey view STEM education from three dimensions:(a)their understanding of STEM education,(b)their experiences of STEM implementations,and(c)their perception of their roles in STEM implementation.Design/Approach/Methods:This phenomenological study analyzes the perceptions of school principals working in prominent high schools in Turkey.Findings:The findings indicate that there are gaps in STEM implementation at both the conceptual level and the school level,including epistemological issues,infrastructural gaps,mismatch with overall organizational culture,and knowledge and skill gaps.Despite efforts to integrate STEM education into educational practices,significant deficiencies are making it an unrealistic practice in Turkey.Originality/Value:While the literature on STEM education is expanding,a few empirical studies focus on school management in relation to STEM education.Arguably,despite promising to transform science and mathematics teaching,STEM education appears to have limited relevance to science and mathematics teaching in Turkeyrendering it yet another example of concept and policy borrowing in education.
基金findings from the 2022 key project of the National Social Science Fund of China in the field of pedagogy,"Research on the Construction of a Classification Evaluation Index System for Higher Education Institutions in the Universalization Stage"(No.AlA220016).
文摘Science,technology,engineering,and mathematics(STEM)encompasses the systematic education of interdisciplinary talent with innovative spirit and practical skills,spanning from basic education to higher education.Current STEM education in China is thriving at the basic education level,while higher education is increasingly focusing on STEM talent cultivation.Drawing on empirical research from the Yangtze River Delta Education Modernization Monitoring and Evaluation Project,this study integrated technologies,including large language models,to build a holistic analysis model for STEM talent cultivation in Chinese higher education.The model enables a systematic analysis of the scale of STEM talent cultivation,disciplinary structure,regional differences,and development trends in Chinese higher education institutions(HEls).Evidently,there is an urgent need for China to establish a holistic planning framework for STEM education.It is necessary to implement initiatives to enhance the quality of STEM talent cultivation,guide regions and HEls in adopting differentiated development paths,and establish a monitoring,evaluation,and guidance system for STEM talent cultivation.These endeavors can provide robust talent support for building a leading country in education.
文摘This study explores the multifaceted dynamics of silence among Englishas an Additional Language(EAL)learners in Grade 1 STEM(Science,Technology,Engineering,and Mathematics)classrooms throughnarrative inquiry methodology.Drawing on four weeks of teachingpracticum observations,the findings reveal that silence operates not asdisengagement but as cognitive engagement,cultural negotiation,identity management,and emotional self-regulation.Classroom silence,influenced by cultural communication norms,strategic agency,andemotional safety needs,highlights the inadequacy of traditional modelsof verbal participation.By positioning silence as a legitimate form ofparticipation,the study argues for culturally sustaining pedagogicalpractices that validate multimodal and non-verbal student contributions.Insights are also connected to challenges and opportunities in China'semerging inquiry-based STEM education efforts.This research advancesunderstandings of inclusive participation and offers pedagogicalrecommendations for linguistically diverse classrooms.
基金Acknowledgments The work described in this paper was partially supported by the National Science Foundation under award No. 1504898. The Holoens-AR development work is underway at the Tesseract Center at the University of Arkansas under the direction of Dr. David Fredrick with Keenan Cole, Chloe Costello and undergraduate Corey Booth. Documentation of the Vol Walker construction was done by the Center for Advanced Spatial Technologies （CAST） at the University of Arkansas.
文摘Educational opportunities for students addressing issues in sustainable built environments are evolving with new learning approaches. Our study asked if technology mediated learning environments using AR （augmented reality） can enhance student learning in the architecture and engineering disciplines. There were multiple study sites, two of them University of Arkansas and Florida International University are discussed. At each site, three collaborative projects were assigned to student teams during fall 2016. Students analyzed an existing building and developed alternative solutions based on improving energy performance. Our paper presents： （1） the research challenge related to the integration of immersive head-mounted display technology providing visual simulations and interactive lessons for interdisciplinary collaboration; and （2） the progress of Phase 1 consisting of our control group results run without the use of AR technology.
文摘This study examines the transmission of gender stereotypes in the educational process and their impact on girls’choices of Science,Technology,Engineering,and Mathematics(STEM)majors.Utilizing a mixed-methods approach with a sample of 500 high school students,the research identified a significant negative correlation between the perception of gender stereotypes and intentions to pursue STEM fields,particularly among female students.The study’s findings suggest that educational interventions aimed at challenging gender stereotypes can enhance self-efficacy and encourage more equitable STEM major choices.The importance of female role models and equitable teaching practices in mitigating the impact of gender stereotypes is also highlighted.The paper concludes with recommendations for educational policy makers,schools,teachers,parents,and society to collaboratively address gender biases and support all students in STEM education.
基金supported by the Research Grant Council of Hong Kong,Early Career Scheme (ECS Ref#24615919).
文摘Highlights Amid rapid technological development in the Fourth Industrial Revolution,this article engages with an important question,especially in the context of science,technology,engineering,and mathematics(STEM)education:Can technology transform STEM teaching and learning?
文摘Science,technology,engineering,and mathematics(STEM)education has become a critical factor in promoting sustainable development.Meanwhile,book reading is still an essential method for cognitive development and knowledge acquisition.In developing countries where STEM teaching and learning resources are limited,book reading is an important educational tool to promote STEM.Nevertheless,public data sets about STEM education and book reading behaviors in emerging countries are scarce.This article,therefore,aims to present a data set of 4,966 secondary school students from a school-based data collection in Vietnam.The data set comprises of five major categories:1)students’personal information(including STEM performance),2)family-related information,3)book reading preferences,4)book reading frequency/habits,and 5)classroom activities.By introducing the designing principles,the data collection method,and the variables in the data set,we aim to provide researchers,policymakers,and educators with well-validated resources and guidelines to conduct low-cost research,pedagogical programs in emerging countries.
