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Perspectives on Australian, Indian and Malaysian approaches to STEM education

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  • Thomas, Bibi
  • Watters, James J.

Abstract

STEM education faces an interesting conundrum. Western countries have implemented constructivist inspired student centred practices which are argued to be more engaging and relevant to student learning than the traditional, didactic approaches. However, student interest in pursuing careers in STEM have fallen or stagnated. In contrast, students in many developing countries in which teaching is still somewhat didactic and teacher centred are more disposed to STEM related careers than their western counterparts. Clearly factors are at work which impact the way students value science and mathematics. This review draws on three components that act as determinants of science education in three different countries – Australia, India and Malaysia. We explore how national priorities and educational philosophy impacts educational practices as well as teacher beliefs and the need for suitable professional development. Socio-economic conditions for science education that are fundamental for developing countries in adopting constructivist educational models are analysed. It is identified that in order to reduce structural dissimilarities among countries that cause fragmentation of scientific knowledge, for Malaysia constructivist science education through English medium without losing the spirit of Malaysian culture and Malay language is essential while India need to adopt constructivist quality indicators in education. While adopting international English education, and reducing dominance of impact evaluation, India and Malaysia need to prevent losing their cultural and social capital vigour. Furthermore the paper argues that Australia might need to question the efficacy of current models that fail to engage students’ long term interest in STEM related careers. Australian and Malaysian science teachers must be capable of changing the personal biographies of learners for developing scientific conceptual information. In addition both Malaysia and Australia need to provide opportunities for access to different curricular programmes of knowledge based constructivist learning for different levels of learner competencies.

Suggested Citation

  • Thomas, Bibi & Watters, James J., 2015. "Perspectives on Australian, Indian and Malaysian approaches to STEM education," International Journal of Educational Development, Elsevier, vol. 45(C), pages 42-53.
  • Handle: RePEc:eee:injoed:v:45:y:2015:i:c:p:42-53
    DOI: 10.1016/j.ijedudev.2015.08.002
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    References listed on IDEAS

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    4. Monk, David H., 1994. "Subject area preparation of secondary mathematics and science teachers and student achievement," Economics of Education Review, Elsevier, vol. 13(2), pages 125-145, June.
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    Cited by:

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    2. Charles Kojo Assuah & Robert Benjamin Armah & Rufai Sabtiwu & Grace Abedu & Stephanie Assuah Author-Workplace-NameDepartment of Science Education, University of Education, Winneba, 2022. "High School Mathematics Teachers’ Knowledge About Stem Education: The Ordinal Logistic Regression Model," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(5), pages 868-879, May.
    3. Corrienna Abdul Talib & Intan Bidayu Mohd Rafi & Shamini Thanga Rajan & Nur Wahidah Abd Hakim & Marlina Ali & Ng Khar Thoe, 2019. "STEAM Teaching Strategies In Related Subject," Education, Sustainability & Society (ESS), Zibeline International Publishing, vol. 2(4), pages 14-18, September.
    4. Siti Rohana Daud & Azira Rahim & Muhammad Syukri Abdullah & Nani Shuhada Sehat & Saida Farhanah Sarkam & Norlela Abas & Intan Liana Suhaime, 2024. "A Conceptual Framework for the Individual Factors Fostering the Innovative Work Behaviour of STEM Teachers," Information Management and Business Review, AMH International, vol. 16(1), pages 252-261.
    5. Aura Hernández-Sabaté & Lluís Albarracín & F. Javier Sánchez, 2020. "Graph-Based Problem Explorer: A Software Tool to Support Algorithm Design Learning While Solving the Salesperson Problem," Mathematics, MDPI, vol. 8(9), pages 1-20, September.
    6. Gustavo Morán-Soto & Omar Israel González Peña, 2022. "Second Phase of the Adaptation Process of the Mathematics Self-Efficacy Survey (MSES) for the Mexican–Spanish Language: The Confirmation," Mathematics, MDPI, vol. 10(16), pages 1-17, August.
    7. Gustavo Morán-Soto & Juan Antonio Valdivia Vázquez & Omar Israel González Peña, 2022. "Adaptation Process of the Mathematic Self-Efficacy Survey (MSES) Scale to Mexican-Spanish Language," Mathematics, MDPI, vol. 10(5), pages 1-19, March.
    8. Bevo Wahono & Chun-Yen Chang, 2019. "Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education," Sustainability, MDPI, vol. 11(4), pages 1-18, February.

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