Literaturnachweis - Detailanzeige
| Autor/inn/en | Matsuura, Takuya; Nakamura, Daiki |
|---|---|
| Titel | Trends in STEM/STEAM Education and Students' Perceptions in Japan |
| Quelle | In: Asia-Pacific Science Education, 7 (2021) 1, S.7-33 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Matsuura, Takuya) ORCID (Nakamura, Daiki) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2364-1177 |
| Schlagwörter | Foreign Countries; STEM Education; Art Education; Grants; Student Attitudes; Careers; Engineering; Sciences; Elementary Secondary Education; Secondary School Students; Grade 8; Japan; United States; Hong Kong; South Korea; Singapore; Taiwan; Trends in International Mathematics and Science Study |
| Abstract | This study aimed to examine the trends in grants for STEM/STEAM education in Japan as well as Japanese students' perception of science learning and future careers. The grants were addressed through analysis of chronological trends, while student perceptions were reviewed through student questionnaires on Trends in International Mathematics and Science Study (TIMSS) 2011, 2015, and 2019. The results reflect ideas on not only STEM education, which is often treated in the context of workforce development and science/mathematics education in Japan, but also ideas on the rapid expansion of and changes to STEAM education around 2015, which seems to be intended the integration of multiple subjects. In contrast, the results showed that students' perceptions of science and engineering careers are improving, but there are still challenges. Since subject-integrated learning has already been conducted in Japan, we consider the further discussion required regarding specific objective of STEAM versus STEM education. (As Provided). |
| Anmerkungen | BRILL. Plantijnstraat 2, 2321 JC Leiden, the Netherlands. e-mail: apse.journal@gmail.com; e-mail: support-programmanagement@brill.com; Web site: https://brill.com/view/journals/apse/apse-overview.xml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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