Asia-Pacific STEM Teaching Practices

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).

• Part I Promises and Trends of STEM education.- Chap. 1  Opportunities and Challenges of STEM Education.- Chap. 2  The Formulation of STEM Education in Standards, Curriculum Guidelines/Frameworks ~ A Cross-cultural Comparison Study.- Part II    Teachers' practical knowledge for STEM teaching.- Chap. 3  A Framework for Examining Teachers' Practical Knowledge for STEM Teaching.- Chap. 4  Instructional Knowledge of STEM: The Voices of STEM Teachers in Taiwan.- Chap. 5  Teachers' Conceptions about STEM and Their Practical Knowledge for STEM Teaching in Hong Kong.- Part III   STEM Teaching Practices.- Chap. 6  Opportunities and Challenges of STEM Dducation in HK Primary/Secondary Schools.- Chap. 7  Teaching Engineering-Focused STEM Curriculum: PCK Needed for Teachers.- Chap. 8  Authenticity in STEM Learning with Open-source Sensors.- Chap. 9  Changing teacher perceptions and practices in STEM through professional learning.-Chap. 10 Potential and Challenges in Integrating Science and Mathematics through Real-world Tasks in the Classroom.- Part IV   Assessment of STEM Learning.- Chap. 11 Framing and Assessing Scientific Inquiry Practices.- Chap. 12 Challenges in Assessing Students’ Learning Performances through STEM Reforms and Innovations in Taiwan.- Part V Epilogue.- Chap. 13 Epilogue.

“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)