It is frequently rooted in project- and problem-based learning, student-centered pedagogy, and 21st century transferrable skills.
In particular, the curriculum guidelines suggest group teaching as a strategy to foster student-centered pedagogy in K 12 science classes.
According to the White Paper for Science Education Ministry of Educationn, Taiwan 2003a), teachers should adopt "student-centered pedagogy in teaching and evaluation practices" (p. 12).
Research has found that integrated STEM teaching encourages student-centered pedagogies (Roehrig et al.2012) and a more authentic treatment of mathematics and science content (Stohlmann et al. 2012).
This framework includes six major tenets for successful STEM education: (1) a motivating and engaging context, (2) the inclusion of mathematics and/or science content, (3) student-centered pedagogies, (4) an engineering design, (5) an emphasis on teamwork and communication, and (6) learning from failure through redesign (Moore et al., 2014).
(2009) also showed that student-centered pedagogy and interactive approaches increased student performance in biology courses.
Despite numerous calls to move toward student-centered instruction, basic pedagogical practices must be mastered before a teacher can be expected to effectively implement more advanced pedagogies (Berliner [1988]).
These ten COPUS profiles represent different instructional strategies, ranging from teacher-centered to student-centered pedagogies.
Teacher-centered learning pedagogy is a passive approach but most standard practices in many engineering courses than the active approach that is student-centered learning pedagogy.
Some strands of research also explore the cultural roots of these differences, such as a predominant focus on the collective, a greater emphasis on hard work and practice, and the role of the teacher as content expert in the Eastern tradition, compared to a focus on the individual and child-centered pedagogy in the Western tradition (Kaiser and Blömeke, 2013).
This case study emphasizes the pressing need for more teacher-scholars to perform research and develop pedagogy centered on anonymous and pseudonymous social media spaces.
