Fei‑Fei Li, co‑director of Stanford’s new Human‑Centric AI Institute, discusses how AI’s intelligence and values must be taught by humans, the importance of democratizing AI, addressing gender and bias in tech, and her vision for AI’s role in healthcare, education, and societal good.
The article explores how STEM education, with its interdisciplinary, project‑based approach, can be turned into effective school curricula, highlighting the need for skilled teachers, curriculum design aligned with student knowledge, and balancing STEM with existing academic requirements to boost innovation and learning outcomes.
This article examines a STEM project‑based learning case titled “Drilling Wood to Make Fire,” detailing its curriculum design, learning objectives, implementation stages, challenges, and reflective insights to demonstrate how engineering‑driven projects foster students’ innovative and scientific abilities.
Analyzing the US National STEM Video Game Challenge, this study reveals its rule design, support structures, and social organization participation, identifies strengths and shortcomings, and proposes five actionable recommendations—social organization involvement, collaborative teams, educationally guided judging, tool selection, and sustainability—to inform China’s STEM education initiatives.
This article outlines a STEM‑based classroom project that transforms ordinary kitchen and bathroom trash cans, addressing practical issues like bag replacement and odor control, while integrating physics concepts, nanomaterial research, and sensor design to strengthen students’ core physics literacy and problem‑solving skills.
This article presents two STEM case studies—materials science and animal science—implemented at a Shanghai kindergarten and museum, detailing exploration zones, teacher training, hands‑on activities, and evaluation methods that illustrate integrated, inquiry‑based learning for young children.
The Project Lead The Way (PLTW) program offers rigorous, project‑based STEM courses for U.S. middle and high schools, exemplified by the “Technology Gate” rocket case study where students collaboratively design, build, and test water‑powered rockets, integrating engineering, science, and mathematics to solve real‑world problems.
This article presents two STEM‑focused curriculum case studies—one using loop structures to teach robotics programming and another leveraging the BYOB Scratch variant—to demonstrate how computational thinking can be woven into school lessons and foster interdisciplinary problem‑solving skills.
This article presents three hands‑on STEM case studies—a gear‑driven fan, an automatic street‑light using light sensors, and an Arduino‑based robot—demonstrating how engineering design thinking can be integrated into middle‑school curricula to foster interdisciplinary learning and problem‑solving skills.
The article explains the STEM SOS teaching approach—an interactive, project‑based model that blends concept lectures, hands‑on experiments, student‑led presentations, and multimedia resources—to boost student participation, confidence, and deep understanding of scientific concepts.
This article presents a four‑dimensional descriptive framework for integrated K‑12 STEM education, outlining its goals, expected outcomes, the nature and scale of integration, and practical implementation considerations, offering educators and policymakers a tool to evaluate and design effective STEM programs.
A project‑based LEGO Car Rally program teaches sixth‑grade students core physics, math and industrial design concepts through hands‑on car building, allowing repeated failure and success while replacing traditional exams with performance‑based assessment.
