Bibi Thomas|James J. Watters
Perspectives on Australian, Indian and Malaysian approaches to STEM education
Queensland University of Technology|Queensland University of Technology
stem education faces interesting conundrum western countries implemented constructivist inspired student centred practices argued engaging relevant student learning traditional didactic approaches however student interest pursuing careers stem fallen stagnated contrast students many developing countries teaching still somewhat didactic teacher centred disposed stem related careers western counterparts clearly factors work impact way students value science mathematics review draws three components act determinants science education three different countries australia india malaysia explore national priorities educational philosophy impacts educational practices well teacher beliefs need suitable professional development socioeconomic conditions science education fundamental developing countries adopting constructivist educational models analysed identified order reduce structural dissimilarities among countries cause fragmentation scientific knowledge malaysia constructivist science education english medium without losing spirit malaysian culture malay language essential india need adopt constructivist quality indicators education adopting international english education reducing dominance impact evaluation india malaysia need prevent losing cultural social capital vigour furthermore paper argues australia might need question efficacy current models fail engage students long term interest stem related careers australian malaysian science teachers must capable changing personal biographies learners developing scientific conceptual information addition malaysia australia need provide opportunities access different curricular programmes knowledge based constructivist learning different levels learner competencies