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Ong, Yann Shiou
- PublicationMetadata onlyWhat does STEM education offer and how is it relevant? A content analysis of secondary school websites in SingaporeScience, technology, engineering, and mathematics (STEM) form the basis of many educational programmes around the world. In Singapore, school-based STEM education appears within STEM Applied Learning Programmes (ALP) offered by some primary and secondary schools. In this chapter, we present an in-depth survey of the diverse offerings and benefits of STEM education here; specifically, we examine STEM learning/activities from the websites of 15 secondary schools (Grades 7–10/11). Using a theoretical model of relevance for science education from the literature, we identified the benefits and pathways that STEM education has been reported to afford its participants, that is, how STEM education can be made relevant for students through ALP. Relevance is defined in terms of fulfilment of intrinsic or extrinsic needs in the present or future, and along the three dimensions of individual, societal, and vocational needs in this model. Our main findings indicate that this sample of STEM ALP websites did not sufficiently yield statements that supported the present or future aspects of intrinsic relevance within the societal and vocational dimensions. On the other hand, multiple descriptions in relation to the extrinsic and future aspects across the individual, societal, and vocational dimensions of relevance were provided. Three implications of these findings for STEM education in Singapore are highlighted: (i) greater consideration of student choices, identities, and agency, (ii) greater awareness and discussion of undesirable/negative impacts of STEM solutions on society, and (iii) greater emphasis on the epistemic aspects of STEM.
Scopus© Citations 1 85 - PublicationMetadata onlyCentricities of STEM curriculum frameworks: Variations of the S-T-E-M quartetThis 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.
Scopus© Citations 10 208 - PublicationMetadata onlyStudents' views, attitudes, identity, self-concept, and career decisions: Results from an evaluation study of a STEM program in SingaporeThe prevalence and growing necessity for Science, Technology, Engineering, and Mathematics (STEM) has resulted in many Singaporean schools developing and implementing STEM-based educational programmes. However, due to the novelty of an interdisciplinary STEM programme, few evaluation studies on the effectiveness of such programmes in influencing students’ engagement and aspiration towards STEM have been reported in the literature. STEM capital was used to assess the effectiveness of a particular STEM applied programme that many government schools in Singapore implement. The constructs used were students’ views about STEM lessons, students’ attitudes towards STEM, self-concept in learning STEM, construction of STEM identities, and career decisions in STEM. An online survey with 10 items per construct was administered to students from 13 schools and a total of 151 students participated in the survey. Rasch analysis was then performed on the survey results. Based on the results, although students have positive attitudes towards the applicability and necessity of STEM in the society, students are disinclined towards problem-solving and expressed low STEM self-concept. This could affect the formation of students’ identity in STEM as they perceive themselves to be passive learners rather than active contributors of STEM, thus potentially affecting students’ individual interest and continual engagement in STEM. Based on our findings, future research can focus on improving STEM learning centred around problems. Also, teachers and STEM programme providers can be trained to help develop students’ self-concept in regard to STEM.
Scopus© Citations 1 80 - PublicationMetadata onlySTEM education for primary schools: A topic modelling study of STEM applied learning programme websites in Singapore
Science, technology, engineering, and mathematics (STEM) education is increasingly viewed as a means of raising long-term interest and achievement in associated school subjects, although consensus has not been reached regarding its exact composition of disciplines and organization. In Singapore, STEM predominantly occurs within the context of school-based STEM Applied Learning Programme (ALP) at primary and secondary schools. Based on analysing STEM ALP websites (N = 42) from primary schools (Grades 1–6), we uncovered how these schools self-describe their STEM education programmes so as to understand what passes for STEM education here. The textual data from the websites was first analysed using unsupervised topic modelling to uncover frequently occurring as well as unique words/expressions associated with the descriptions of STEM ALP. We then used these words/expressions to inform topic tags for carrying out supervised topic classification by subject experts. It was found that many STEM ALP at the primary level identified themselves with two out of five Singapore Ministry of Education recommended themes – game design & making and sustainability. In addition, inferences were drawn regarding the learning approaches promoted (i.e. inquiry-based, design-oriented, or innovation-driven) through these STEM ALP websites. Implications concerning the variations in learning approaches for STEM education among local primary schools are discussed.
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