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Sub-conference C8:

Science, Technology, Engineering and Mathematics (STEM) and Maker Education

“In the 21st century, scientific and technological innovations have become increasingly important as we face the benefits and challenges of both globalization and a knowledge-based economy. To succeed in this new information-based and highly technological society, students need to develop their capabilities in STEM to levels much beyond what was considered acceptable in the past” (National Science Foundation).

STEM (science, technology, engineering, and mathematics) is important because it pervades every part of our lives. Science is the way we understand nature; technology applies scientific knowledge to improve our life; engineering solves practical problems on the basis that we do not have unlimited resources; and Mathematics is the core for these areas. Originally promoted in higher education, STEM education has received increased attention in K12 curricula. STEM education focuses on motivating students to learn math and science concepts by engaging them in real-world problems, helping them build problem solving skills, encouraging them to discover how things work, and increasing their desire to explore STEM as a career option. It has been an important strategy for motivating and inspiring young people to excel in scientific discovery and technological innovation, so as to improve their competitive capabilities in the 21st century.

Maker education is closely associated with STEM learning. It emphasizes problem-based and project-based learning that relies upon hands-on, often collaborative, learning experiences as a method for solving authentic problems. People who participate in making often call themselves "makers" of the Maker Movement. In schools, maker education stresses the importance of learner-driven experience, interdisciplinary learning, peer-to-peer teaching, and iteration.

The scope of papers will cover but not be limited to:

1)      Curriculum design in STEM education

2)      STEM learning and instruction

3)      Learning through inquiry, discovery, problem solving, and design

4)      Technology-enhanced STEM education

5)      STEM education and e-learning

6)      Maker education and emerging technologies (e.g., robots and 3D printing)

7)      Maker culture, space, and community

8)      Computational thinking in STEM education

9)      Critical thinking and creativity in STEM education

10)   Teacher development for STEM education

Paper submission:

Full manuscripts shall be submitted to the conference for review. Abstract submissions will NOT be accepted. This conference uses double-blind review, which means that both the reviewer and author identities are concealed from the reviewers, and vice versa, throughout the review process. Please kindly note that when authors submit papers for review, the authors’ information has to be blinded in the title, the contents, and the reference part. After the paper is being accepted, the author information will be displayed in the final version of the submitted paper.

1)      Authors should prepare submissions either in English or in Chinese (Long paper: 8 pages; Short paper: 4 pages; Poster: 2 pages). Submissions written in Chinese should include the title, abstract and keywords written in both Chinese and English.

2)      Authors should submit papers with PDF format. Please make use of the paper template for preparing submissions.

3)     Authors should make submissions by uploading papers onto the Submission System of the conference (https://easychair.org/conferences/?conf=gccce2018).

Executive Chair of the sub-conference:

Co-Chairs of the sub-Conference（listed in alphabetic order of surnames）:

Program committee members （listed in alphabetic order of surnames）: