Reimagining STEM Education

Discovering Innovative Pathways in Teaching and Learning STEM
1. Auflage 2026
ISBN: 978-1-041-01091-3
Verlag: Taylor & Francis Ltd

Buch, Englisch, 208 Seiten, Format (B × H): 156 mm x 234 mm

Reihe: Assessment of Educational Technology

This book explores the fields of Science, Technology, Engineering, and Mathematics (STEM) for teacher education. The author discusses new and creative approaches to STEM teaching and learning, sharing good insights and feasible solutions, for effective and impactful STEM education programs. The reader learns with real-world examples of teacher education programs that have successfully helped teachers implement innovative STEM teaching strategies. The authors use these case studies to reveal innovations and effective strategies that empower educators to successfully integrate innovative practices.

In this book, the use of quantitative studies that apply structural equation modelling, highlight the significant impact of innovative pedagogical approaches in STEM education and its positive impact on students. The author also discusses on the role of technology in STEM education, synthesizing insights from literature and empirical findings. It examines how technology can be leveraged to enhance educational delivery and student engagement, thereby fostering a more dynamic and interactive learning environment in STEM disciplines. One of the key highlights in this book is that it offers unique blend of perspectives from various disciplines, which provides a holistic understanding of the challenges and opportunities in STEM education. The inclusion of practical strategies also makes this book an invaluable resource for educators looking to implement innovative STEM teaching methods immediately. By bridging the gap between theory and practice, as well as between policy and execution, the author offers a comprehensive perspective for the reader who needs to understand the full spectrum of educational reform.

This book targets a key group in the education sector, including STEM educators and professionals, and STEM education researchers and policymakers, with the aim of supporting STEM teaching and learning innovations.

Zielgruppe

Professional Practice & Development, Professional Reference, and Professional Training

Autoren/Hrsg.

Jiang, Haozhe

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

1. Understanding a STEM Teacher’s Emotions and Professional Identities: A Three-Year Longitudinal Case Study 2. Longitudinal analysis of teacher self-efficacy evolution during a STEAM professional development program: A qualitative case study 3. Virtual Reality and Augmented Reality-supported K-12 STEM Learning: Trends, Advantages and Challenges 4. Modeling the impact of intrinsic coding interest on STEM career interest: Evidence from senior high school students in two large Chinese cities 5. Bridging Disciplines: A Structural Equation Model of How Mathematics Motivations Shape Coding Motivations 6. Exploring the Effects of Technology-Related Informal Mathematics Learning Activities: A Structural Equation Modeling Analysis 7. Exploring the Influence of Problematic Mobile Phone Use on Mathematics Anxiety and Mathematics Self-Efficacy: An Empirical Study during the COVID-19 Pandemic

Über Autor(innen)

Haozhe Jiang is a ZJU100 Young Professor and doctoral supervisor at Zhejiang University’s College of Education. He leads research in STEM education, teacher education, curriculum and pedagogy, and technology-enhanced learning with a focus on artificial intelligence in education. His work has been published in many prestigious education journals, including the International Journal of STEM Education, Teaching and Teacher Education, European Journal of Education, Interactive Learning Environments, Education and Information Technologies, Journal of Research in Science Teaching. His COVID-19 online learning study was recognised as an ESI Highly Cited Paper (2022–2025).