Collection 

STEM education

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Open
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The global economy is changing, with jobs disappearing due to automation and others emerging as a result of technological advances and innovations. This new reality is changing the way students need to learn, connect, interact, and interpret the world around them. The skills developed by students through STEM education — from problem solving and creativity, to teamwork and digital literacy — provide them with the foundation to adapt and thrive in this fast changing world. 

This Collection invites research and review articles that provide fresh perspectives on all aspects of STEM teaching, learning, and assessment. We welcome research both empirical and conceptual from all areas of the social and behavioural sciences. Perspectives are encouraged from all geographic regions and learning contexts, including day care, pre-k, kindergarten, primary, elementary, secondary, vocational, higher education, teacher training colleges, and open and distance education.

Research is invited on key themes, including but not limited to:

  • Assessing STEM learning outcomes and impact
  • Case studies of best practice
  • Curriculum design and development
  • Entrepreneurship, industry links and partnerships to support STEM education
  • Innovative learning environments
  • Integration of STEM with other disciplines (e.g. arts and humanities; ASTEM)
  • International perspectives and trends
  • Learning and assessment
  • New innovations and practices to support teaching, learning and assessment
  • Pedagogical approaches
  • Perspective on STEM education of the future
  • Sociocultural factors and STEM
  • STEM education policy
  • Strategies to enhance student engagement in STEM learning
  • Teacher training and education
  • Teaching approaches, strategies, activities, resources
  • Vocational STEM training
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A chemical formula is written down on a sheet of paper, with a hand holding a pen visible in the lower corner of the image. A plastic model of a chemical molecule is visible in the top left corner of the image.

Editors

Ji Hoon Ryoo is a Quantitative Methodologist in education and psychology. With expertise and leadership in biostatistics, statistics, and psychometrics, he carries out research projects in the social and behavioural sciences. He has a broad background in education (including educational measurement, school psychology, and maths/science/special education), medical fields (including brain-based imaging, genetics, and dementia), psychology (including behaviour, emotion, and cognition), and statistics (including multilevel and longitudinal data analysis, structural equation modelling, experimental design, and meta-analysis). Specifically, his main area of expertise lies in statistical modelling in longitudinal and multilevel data analyses and latent variable modelling. Dr Ryoo is working on including mathematics/science education, special education, and school climate/partnerships in middle and high school settings.

Baichang Zhong is a Full Professor in the School of Information Technology in Education at South China Normal University, and the Director of the Department of Information Technology in Education, before which he was a Full Professor in the School of Education Science at Nanjing Normal University. He leads the Special Interest Group of Maker and Interdisciplinary Education (SIG-MIE) at Information Technology Education Professional Committee of China Education Technology Association. His research interests focus on Education including Information Science & Technology Education, Robotics Education, Maker Education, STEM Education, AI Education, Education Policy, PjBL, Cooperative/Collaborative Learning, among others.