Next Article in Journal
Manufacturing of Low-Carbon Binders Using Waste Glass and Dredged Sediments: Formulation and Performance Assessment at Laboratory Scale
Next Article in Special Issue
Toward Integrated and Inclusive Education for Sustainability with School–University Cooperation
Previous Article in Journal
The Safeguarding of Intangible Cultural Heritage from the Perspective of Civic Participation: The Informal Education of Chinese Embroidery Handicrafts
Article

Reconceptualizing STEM Education in China as Praxis: A Curriculum Turn

by
Department of Curriculum Studies, Faculty of Education, University of British Columbia, Vancouver, BC V6T 1Z4, Canada
Academic Editors: Marc A. Rosen and Maija Aksela
Sustainability 2021, 13(9), 4961; https://doi.org/10.3390/su13094961
Received: 14 March 2021 / Revised: 8 April 2021 / Accepted: 24 April 2021 / Published: 28 April 2021
(This article belongs to the Collection Towards a Sustainable Future through Innovative STEM Education)
STEM education has drawn considerable international attention in recent decades. Current practices of STEM Education in China have shown that STEM is understood primarily as a policy-driven and economic problem. This paper challenges the reduced technical frameworks of STEM education and draws on the theoretical framework of the reconceptualization movement in the curriculum field. It aims to shift scientific or social science paradigms with languages of humanity to reapproach STEM education. STEM education is hence reconceptualized as praxis in its lived, ethical and historical dimensions. It would transform STEM education in China from being targeted for economic growth to attending to lived, nuanced and rich STEM experiences, structured by ethics and threaded by history. STEM teachers and teacher educators are advised to understand anew about STEM in their situatedness. STEM could serve as an opportunity to critically reflect on and research each discipline in greater depth with inter-disciplinary lenses. Instead of integrating science, technology, engineering and mathematics seamlessly to form omnipotent toolsets for the 21st-century workforce in China and on the international landscape, a reconceptualization of STEM as praxis could continue to generate more sustainable STEM education. View Full-Text
Keywords: STEM education in China; praxis; curriculum reconceptualization STEM education in China; praxis; curriculum reconceptualization
MDPI and ACS Style

Ma, Y. Reconceptualizing STEM Education in China as Praxis: A Curriculum Turn. Sustainability 2021, 13, 4961. https://doi.org/10.3390/su13094961

AMA Style

Ma Y. Reconceptualizing STEM Education in China as Praxis: A Curriculum Turn. Sustainability. 2021; 13(9):4961. https://doi.org/10.3390/su13094961

Chicago/Turabian Style

Ma, Ying. 2021. "Reconceptualizing STEM Education in China as Praxis: A Curriculum Turn" Sustainability 13, no. 9: 4961. https://doi.org/10.3390/su13094961

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop