Tan, Aik-Ling

This commentary is an extension to the integrated S-T-E-M Quartet Instructional Framework that has been used to guide the design, implementation and evaluation of integrated STEM curriculum. In our discussion of the S-T-E-M Quartet, we have argued for the centrality of complex, persistent and extended problems to reflect the authenticity of real-world issues and hence, the need for integrated, as opposed to monodisciplinary, STEM education. Building upon this earlier work, we propose two additional variationsjsolution-centric and user-centric approaches to the provision of integrated STEM curricular experiences to afford more opportunities that address the meta-knowledge and humanistic knowledge developments in 21st century learning. These variations to the S-T-E-M Quartet aims to expand the scope and utility of the framework in creating curriculum experiences for diverse profiles of learners, varied contextual conditions, and broad STEM education goals. Collectively, these three approaches problem-centric, solution-centric, and user-centricjcan afford more holistic outcomes of STEM education.

This study examined the processes that contributed to students’ aspirations for STEM careers and unpacked the relationships between students’ self-concept in science and mathematics learning, perceived parental expectations, perceptions of STEM professionals, career outcome expectations and STEM career aspirations. Structural equation modelling was used to analyse quantitative survey data of 2,477 primary and secondary school students studying in seven Asian regions (Hong Kong, Malaysia, Mainland China, Indonesia, Korea, Taiwan, and Singapore). The results demonstrated that students’ self-concept, perceptions of STEM professionals, and their career outcome expectations all significantly and positively predicted their aspirations for STEM careers. However, this study failed to establish a direct relationship or positive correlation between perceived parental expectations and STEM career aspirations. Students’ self-concept negatively predicted their career outcome expectations related to seeking parental approval. While no significant positive effects of perceived parental expectations on career aspirations were found, an indirect effect of perceived parental expectations on STEM career aspirations via career outcome expectations was observed. Moreover, career outcome expectations mediated the relationships between students’ STEM career aspirations and their perceptions of STEM professionals more strongly than self-concept. The implications of these results for STEM education are discussed.

The Singapore Ministry of Education (MOE) encourages teachers to engage in continual professional development to keep abreast of the latest developments in research that inform teaching, learning, and assessment. Teachers can participate in formal and informal programmes to upgrade their knowledge and practices inside and outside classroom teaching. This book chapter focuses on the repertoire of opportunities available to Singapore science teachers to support them in their progression into established professionals. Besides short-term courses, obtaining a Master’s degree is yet another way to build the professional capacity of the teaching workforce. Investing time to pursue a Master’s degree requires commitment and, more importantly, support from the school leaders and MOE. In this chapter, we show how different routes to obtaining a Master’s degree and the different funding sources available to them. Bespoked professional development for teachers also come in the form of research partnerships that empowers teachers more than mere participation. Here, we describe the different projects that science teachers have embarked on to gain firsthand experience in research. Action research is popular among science teachers and has created opportunities for them to present at professional meetings such as conferences. In summary, this book chapter offers insights into how the Singapore science teaching fraternity builds up its human capabilities through committing time, effort, and many other resources into engaging teachers in research to support their evidence-based practices. In the process, these science teachers progressively develop into established professionals.

Asia is the largest continent in the world. Five out of the top ten high performing economies in the Programme for International Student Assessment (PISA) 2018 are located in Asia. Why do Asian students perform so well in STEM-related subjects? This book answers this by examining the STEM education policies and initiatives in Asian economies, as well as the training programmes undertaken by STEM teachers in Asia. The book is broken into four sections, each accompanied by a passage of commentary that summarizes the key takeaways of the chapters. Section one focuses on STEM policy environments and how various countries have developed policies that promote STEM as an integral part of national economic development. Section two focuses on STEM teacher education in the Philippines and Thailand, while section three focuses on STEM curriculum design, context, and challenges in four Asian economies. The fourth and final section focuses on presenting snapshots of STEM education research efforts in Malaysia, South Korea, and Singapore. Written by Asian academics, this book will provide valuable insights to policy makers, educators, and researchers interested in the topic of STEM education, especially in the Asian context. Chapters 7 and 11 of this book are freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at https://www.taylorfrancis.com

To ensure the quality of pre-service science teacher education, the National Institute of Education in Singapore continuously review the programmes offered to students who aspire to become a teacher. There are two key teacher education programmes to cater to interested students with different backgrounds – the 16-month Post-Graduate Diploma in Education (PGDE) and the 4-year Bachelor of Science (Education) programme. Both programmes are built on the key principles of Teacher Education for twenty-first-century framework of V³SK (values, skills, and knowledge). The three values fundamental to pre-service teacher education in general are (1) learner-centred values, (2) teacher identity, and (3) service to the profession and community. These values are deliberately worked into all programmes to enable the development of pre-service teachers into teachers who are ready for twenty-first-century classrooms. This chapter delves into the details of how the PGDE and the undergraduate programme prepare future-ready science teachers to teach science in schools. Besides presenting the structure of the teacher preparation programmes, we use personal narratives to present the lived experiences of pre-service teachers enrolled in the programmes to bring to life the programmes. We end the chapter with four recommendations for pre-service science teacher education in the years ahead.

Using the S-T-E-M Quartet instructional framework, Science, Technology, Engineering, and Mathematics (STEM) activities were designed with biology as the lead discipline. These activities are centred around a problem related to vertical farming that is complex, persistent, and extended. Through engagement in these problems, students learn the vertical knowledge of each discipline as well as how the knowledge from each of the STEM disciplines are connected. We call the latter the horizontal connections. In this chapter, we describe three key aspects of learning with integrated STEM activities ? (1) How the activities are planned, (2) Student interactions during these activities, and (3) The outcomes of engagement with these activities. We will then conclude with discussions on the implications for future STEM education.