Suchergebnisse

Science, Technology, Engineering, and Mathematics (STEM) is an approach and movement in innovative educational practices from the primary level internationally. This would provide a platform for an inquiry approach, creativity, and innovation in young children and formulate a path for changes in existing practices. The STEM approach is widely accepted as a key educational practice ; however, it is dealt with as a combination of disciplines in actual teaching and learning practice. Coherence in this interdisciplinarity and integration has yet to be evolved as a practice in synthesising and designing instruction and could be harbinger for an effective design for future practice. Integrated and interdisciplinary STEM can only generate powerful knowledge to deal with issues that are affecting the planet and bring abiotic and biotic equilibrium. Interdisciplinary and integrated powerful knowledge (IIPK) can act as a roadmap for innovation that can bring changes in existing practices, produce informed citizens, build capacity for informed decisions, and generate sustainable living practices. Interdisciplinary and integrated STEM could lay foundations for IIPK and generate a mindset, approach, and practice. IIPK could lead to the formation of new paths for energy generation, transport, agricultural practices, medical treatment, and clean environment. Interdisciplinary and integrated STEM is not seen in actual practice anywhere nowadays. For coherence in curriculum, implications in instructions need reform and development by the governments across the world. That could lead to a new policy for interdisciplinary and integrated STEM.

Education is not only important for strengthening a country's population quality and comprehensive power but key in reshaping the "man-land" relations in a country. This article reviews studies on the distribution of educational resources in both Chinese and Anglophone literature and summarizes the research gaps in the Chinese literature, which include but are not limited to the downplay of the analysis of mechanism and comprehensive effects of the spatial structure of educational resources. Employing different map-making technologies and mechanism-analysis methods, this article dives into three findings. First, though spatial features are slightly different between primary school level and middle school level, eastern regions generally have higher quality educational resources than western regions. In addition, urban agglomeration, including Beijing-Tianjin-Hebei, Shanghai-Ningbo-Hangzhou, and the Pearl River Delta, have an advantage in attracting and cultivating high-quality educational resources. Second, the quantity of high-quality primary school resources is positively correlated with annual per capita disposable income of urban households and number of full-time primary school teachers. The quantity of high-quality middle school resources is positively correlated with the comprehensive economic and social performance of the city. Third, when affected by multiple mechanisms, the spatial structure of China's high-quality educational resources is dynamic and deeply intertwines with the interrelations between cities as well as between the societies within each city. This article contributes both to the understanding of the unequal spatial structure of high-quality educational resources in China and to the analysis of complex socio-political effects on this transforming structure. Its findings encourage further research on the connection between the spatial structure of a region's educational resources and its cooperation and geopolitics as well as on the resulting social mobility among different social strata. Study limitations include: place-related elements, such as local political resources, were not sufficiently considered when selecting factors; there is a lack of longitudinal analysis; and not enough attention is paid to the combination of number-based data and geo-information-based data in analyses.