keynote Speech

· 2019

Judy Anderson

Director STEM Teacher Enrichment Academy,

the University of Sydney, Australia

5/22 (Wed) 9:40 – 10:30


Dr. Wahyudi

SEAMEO Regional Centre for QITEP in Mathematics,

Yogyakarta, Indonesia

5/22 (Wed) 11:10 – 12:00

STEM Education in Indonesia: History, Progress, and Challenge


Ever since the term STEM firstly coined in 1990, it has been a major buzzword in education. The importance of STEM and the needs for globally competent workforce STEM fields makes STEM education the gateway for highly developed society. Various countries and international institution have come up with their own STEM education initiative, including Indonesia. Through document analysis and practical reflection, this paper attempts to explain STEM initiatives that has been undertaken by Indonesia, either by the Ministry of Education or related institution such as SEAMEO Regional Centre for QITEP in Mathematics (SEAQiM) and SEAMEO Regional Centre for QITEP in Science (SEAQiS). Programme and activities related to STEM education offered by those two regional Centres mark the new path in delivering science and mathematics education in Indonesia. Many teachers who participated in our programme start embracing STEM as part of their teaching approach despite the obstacle they may face. In addition, we believe that families, as the nucleus of civilization and basic social unit of society, have strong potential as a medium to promote STEM. Thus, this presentation also talks about STEM Village, a project by SEAQiM, to create a series of activities designed for children and families, to promote and spread awareness of STEM through engaging, low-cost, context-suitable, and relevant for daily life STEM activities. We hope this paper can assist decision makers and stakeholders in reflecting on the past achievement, the current progress and challenge, as well as the future goals of STEM education in Indonesia.

Anat Zohar

the Seymour Fox School of Education,

the Hebrew University of Jerusalem

5/24 (Fri) 09:00 - 09:50

Bridging the Gap Between Policy and Practice in Teaching Higher Order Thinking and Metacognition Through a Collaboration Between Researchers and Instructional Leaders


Researchers view scaling up instructional innovations as a key challenge for educational reforms. More specifically, a large gap exists between policy and practice in the area of higher order thinking and metacognition in science learning. Our goal was to explore how a collaboration between researchers and senior instructional leaders, may contribute to improving the shallow implementation taking place when programs in the area of higher order thinking, inquiry learning and metacognition are scaled up. We conducted a study within a 36 hours workshop that spanned over 9 months. The 20 participants were a mixed group of researchers and senior instructional leaders. The goals of the workshop were to generate motivation for Professional development (PD) in this area, to create a common language and to design future PD processes for middle management leaders (instructors) and teachers. Dialog and learning focused on how to improve instruction of higher order thinking, inquiry learning, and project based learning using meta-level tools. An important part of the workshop was the facilitation of a dialogue between researchers’ “top down”, literature-based knowledge, and “bottom up”, practical knowledge emerging from practitioners’ experiences and needs. Data analysis used a narrative approach. The findings document the value of shared learning of researchers and instructional leaders for scaling up an innovation in the area of fostering students’ reasoning and metacognition. Conclusions indicated specific recommendations regarding the curriculum for future PD workshops for instructors and teachers. In addition, the collaboration generated fruitful administrative pathways for future PD.

Kuang-Chao Yu

National Taiwan Normal University

5/24 (Fri) 09:50 - 10:40

Integration of STEM and Emerging Technology into High Schools Curriculum: the High Scope Program in Taiwan


The Ministry of Science and Technology’s High Scope Program (HSP) supports partnerships between high schools and institutions of higher education and has been funding projects to improve STEM education since 2006. As of 2016 - 2019, a total of 99 high schools have received support as part of a STEM education investment of over $9 million. The goal of the HSP is to develop and implement innovative STEM curriculums, either in the forms of fundamental course extension or new course, to incorporate the newly emerging technologies into high school classrooms. During the 2016-2019 period of the HSP III, the HSP schools developed 181 designed- and inquired-based STEM modules in the fields of digital design, cultural innovation, artificial intelligence, green energy, and intelligent environment. Thus, this paper is to report an overview of the HSP implementation and the curriculum developed for science and technology education. The data was collected from the annual reports submitted by the HSP schools. The results indicate that the HSP improves the current science and technology education curriculum, offers students a real-world learning environment, and triggers students’ curiosity and interests toward emerging technologies. Eventually, the HSP has improved the education quality of high schools as well as nurture citizen with scientific and emerging-technology literacy.

Namhwa Kang

Korea National University of Education

5/24 (Fri) 11:00 – 11:50

The Effects of Integrative STEAM Education on Student Learning: A Meta-Analysis


In the midst of STEM (integration of science, technology, engineering, and mathematics) emphasis in school science education, the Ministry of Education in South Korea issued a nation-wide policy agenda in 2011, which included promotion of integrative science, technology, engineering, arts, and mathematics education (STEAM hereafter). STEAM means an integrative approach to preparing citizens for high-technology based society by integrating science, technology, engineering, arts and mathematics (KOFAC, 2018). Since then, the South Korean government has invested a substantial educational budget in promoting STEAM through various routes. A rather large number of studies in Korea have reported the effect of STEAM lessons on student learning. In this presentation, I will briefly introduce STEAM initiatives in Korea and present a meta-analysis of the overall effects of STEAM on student learning. The meta-analysis used 63 quasi-experimental studies published in South Korea over six years. The results indicated that on average STEAM in schools had a medium effect on several aspects of student learning. A moderator analysis showed that STEAM was significantly effective in increasing affective aspects, thinking skills, and STEM career aspiration and in developing character. On the other hand, the effect was not significantly moderated by school levels, nature of students, topic context, products of lessons, number of treatment class period, and sample size. Further research topics and implications for STEAM education in and out of Korean context will be provided.

Mei-Hung Chiu

Graduate Institute of Science Education of

National Taiwan Normal University

5/24 (Fri) 14:00 – 14:30

"Does Gender Gap in STEM+ Education still Exist? " --- A Global Gender Gap Project


Mathematics and natural sciences have a long history of women who have made significant contribution to humankind. However, the low percentages of female scientists’ involvement remain small across the globe. A project, titled “A Global Approach to the Gender Gap in Mathematical, Computing, and Natural Sciences: How to Measure It, How to Reduce It?”, was granted by International Science Council (ISC) for three years (2017-2019). It aims to conduct a global survey and a study of publication patterns, and to provide materials that have proved successful in encouraging women and girls in science. It also aims to provide evidence-based practical policies and actions for reducing the gender gap in mathematics and natural science. To achieve this aim, 11 international interdisciplinary unions would collaborate on these tasks over three years. The 11 unions are as follows: International Mathematical Union (IMU), International Union of Pure and Applied Chemistry (IUPAC), International Union of Pure and Applied Physics (IUPAP), International Astronomical Union (IAU), International Union of Biological Sciences (IUBS), International Council for Industrial and Applied Mathematics (ICIAM), International Union of History and Philosophy of Science and Technology (IUHPST), United Nations Educational, Scientific and Cultural Organization (UNESCO), Gender in Science, Innovation, Technology and Engineering (GenderInSITE), Organization of Women in Science for the Developing World (OWSD), and Association for Computing Machinery (ACM). Preliminary data analysis from the survey will be reported during this presentation.



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