Competences-oriented STEM Education:Ideas,Goals,and Practice Prototypes—Comparative Study of the United States,France,and Singapore
Upon initiation in the 1990s,STEM education has anchored on the core idea of interdisciplinary integration.The United States,France,and Singapore,rooted in diversified cultural,philosophical and epistemological traditions,have developed plural dominating inquiry systems,which in turn led to the evolvement of 3D Teaching in the US,Big Ideas-oriented Inquiry Learning in France,and Project Work empowered by Design Thinking in Singapore respectively.Meanwhile,Project-based Learning and Problem-based Learning,as the two mainstream frameworks backing STEM education practices,encounter challenges as well as opportunities.To address the mixed situations,the three countries had responded in iPjBL scaffolded by iPBL activities,Argumentation-strengthened Science Teaching,and iPBL scaffolded by iPjBL activities.Based on the analysis above,this paper proposed initially a STEM education practice model featuring three factors,including Purpose,Pedagogy and Inquiry System,namely,the PPI Model.
STEM EducationInterdisciplinary IntegrationIBSTiPBLiPjBLPPI Model
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