Trends in STEM/STEAM Education and Students’ Perceptions in Japan

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Takuya Matsuura, Daiki Nakamura
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引用次数: 9

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.
日本STEM/STEAM教育趋势及学生认知
本研究旨在研究日本STEM/STEAM教育拨款的趋势,以及日本学生对科学学习和未来职业的看法。通过对时间趋势的分析来解决拨款问题,同时通过对2011年、2015年和2019年国际数学与科学研究趋势(TIMSS)的学生问卷来审查学生的看法。研究结果不仅反映了人们对STEM教育的看法,STEM教育在日本经常被放在劳动力发展和科学/数学教育的背景下对待,还反映了人们对2015年左右STEAM教育的迅速扩张和变化的看法,这种教育似乎意在整合多学科。相比之下,结果显示,学生对科学和工程职业的看法正在改善,但仍然存在挑战。由于日本已经进行了学科整合学习,我们认为需要进一步讨论STEAM与STEM教育的具体目标。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
AsiaPacific Science Education
AsiaPacific Science Education Social Sciences-Education
CiteScore
1.70
自引率
0.00%
发文量
8
审稿时长
20 weeks
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