International Science and Technology Education

<p>Education in science, technology, engineering and mathematics (STEM) is crucial for taking advantage of the prospects of new scientific discoveries initiating or promoting technological changes, and managing opportunities and risks associated with innovations. This book explores the emerging perspectives and methodologies of STEM education and its relationship to the cultural understanding of science and technology in an international context. </p><p>The authors provide a unique perspective on the subject, presenting materials and experiences from non-European industrialized as well as industrializing countries, including China, Japan, South Korea, India, Egypt, Brazil and the USA. The chapters offer a wide scope of interpretations and comparative reviews of STEM education by including narrative elements about cultural developments, considering the influence of culture and social perceptions on technological and social change, and applying innovative tools of qualitative social research.</p><p>The book represents a comprehensive and multidisciplinary review of the current status and future challenges facing STEM education across the world, including issues such as globalization, interdependencies of norms and values, effects on equity and social justice as well as resilience. Overall the volume provides valuable insights for a broad and comprehensive international comparison of STEM philosophies, approaches and experiences.</p> <p>Introduction <em>Andreas Hohlt, Nicole C. Karafyllis, Ortwin Renn and Dorothea Taube </em><strong>Part 1: STEM Education between Universalism and Cultural Relativism </strong>1. Why 'Technology' is Not Universal: Philosophical Remarks on the Language and Culture Issue of STEM Education <em>Nicole C. Karafyllis </em>2. Universals in STEM Education <em>Interview with Heinz Duddeck (engineer) and Randolf Menzel (biologist) </em><strong>Part 2: STEM Education Worldwide: Perspectives on Situations in Six Countries </strong>3. The Shift in Public Perception of Science and Science Education in Post-war Japan <em>Takuji Okamoto </em>4. <em>Gunpla</em> Robot Toys and the Popularization of Robotics in Japan <em>Cosima Wagner </em>5. From National Mission to What? Shifts in the Implications of Science and Technology in Korea <em>Jung-Ok Ha </em>6. Challenges for STEM Education in India <em>Sundar Sarukkai </em>7. Corporate Social Responsibility Programmes for STEM Education: Cases from the Indian Technology Cluster City of Hyderabad <em>Nagalakshmi Chelluri and Avvari V. Mohan </em>8. Highlights of STEM Education in Egypt <em>Ghada K. Gholam and Nasser Mansour </em>9. Tertiary Education in the GCC countries (UAE, Qatar, Saudi Arabia): How economy, Gender and Culture Affect the Field of STEM <em>Nicole C. Karafyllis </em>10. Science Culture in Brazilian Society <em>Simon Schwartzman </em>11. Policy Controversies in Science Education in Brazil: a Brief Overview <em>Elizabeth Balbachevsky and Edilene Cruz </em>12. Closing the Achievement Gap and Building the Pipeline through STEM Education: A U.S. Perspective <em>Yvonne M. Spicer </em>13. The NRC Framework and the Next Generation Science Standards: An Opportunity to Improve Science Education in the USA <em>Arthur Eisenkraft </em><strong>Part 3: STEM Education from a Comparative Transnational Perspective </strong>14. STEM Education From a Comparative Transnational Perspective: Results of a Group Delphi Process <em>Dorothea Taube, Ortwin Renn and Andreas Hohlt </em>15. Lessons learned: Towards Unity in Diversity <em>Andreas Hohlt, Ortwin Renn, Dorothea Taube and Nicole C. Karafyllis </em>16. Responding To Challenges Of Rapid Global Change By Strengthening Local STEM Education <em>Ilan Chabay</em></p>