The Implication of the “Maker” Concept in STEM education in Hong Kong

Chi Fai Henry Ma, Ka Yan Chung

Research output: Chapter in book / Conference proceedingConference article published in proceeding or bookAcademic researchpeer-review

Abstract

At the end of 2016, the Education Bureau of Hong Kong published a report entitled “Promotion of STEM Education - Unleashing Potential in Innovation”, which set out directions for promoting STEM education in primary and secondary schools. STEM education in Hong Kong adopted a school-based curriculum and does not have a set of clear and standard official teaching guidelines. Each school developed its own set of curricula and teaching approaches based on the schools’ resources. Several studies pointed out that although the government has invested heavily in promoting STEM education, the results were far from satisfactory. The problems mainly arose from the implementation of STEM education in schools. In recent years, the “Maker” concept has appeared as a new trend in teaching and learning, mainly applied in STEM education among primary and secondary schools. It emphasizes learning by doing in a social environment and provides a real-world scenario in various projects to facilitate students’ learning. This research aims to bridge the gap in our understanding of the recent development of STEM education in Hong Kong and explore the implementation of the “Maker” concept in STEM education. This research will provide the government and educators with insights into developing effective policies and education strategies for STEM education in Hong Kong.
Original languageEnglish
Title of host publicationInternational Symposium on Education and Social Sciences
Pages95-101
Number of pages7
Publication statusPublished - 2024

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