Maker and STEM Education
The maker movement is an international rage, which refers to a coming era for "making by myself. " The maker movement overthrows the existing education and the means of knowledge innovations. The movement suggests that practices are more important than theories, so many schools establish maker spaces and teach students to practice and innovate. The spirit of makers must be promoted, and makers also need education and training.
The educational purpose for Science, Technology, Engineering, and Mathematics (STEM) is to cultivate students' ability for interdisciplinary integration and enhance competitiveness. STEM courses solve complex problems in the real world through scientific inquiry, technological practices, engineering design, and mathematical calculations. The engineering problems are integrated into STEM instructions for students to apply science and mathematical knowledge with their technological skills to solve practical engineering problems.
There are some commonalities for STEM education and maker education, which are cross-domain learning, practical operations, and solving problems. Both educations are complementary in courses and instructions. Maker education provides an alternative implementation to STEM education, whereas STEM education cultivates makers' ability for interdisciplinary integration. Both educations are the means for implementing innovative education.
The topics for the sub-conference include, but are not limited to, the following:
1. Maker culture
2. Maker space and community
3. Maker's innovative and creative process
4. Maker cultivation, such as course, instruction, and evaluation
5. Maker and key abilities, such as innovation, creativity, imagination, innovative thinking, critical thinking, design thinking, computing thinking, and problem-solving ability.
6. Maker and emerging technology, such as robots, 3D printing, and the internet of things.
7. Maker and e-learning
8. Teacher education and professional development for maker education
9. STEM course design and evaluation
10. STEM instructional design and evaluation
11. STEM education and key abilities, such as innovation, creativity, imagination, innovative thinking, critical thinking, design thinking, computing thinking, and problem-solving ability.
12. STEM education and emerging technology, such as robots, 3D printing, and the internet of things.
13. STEM education and e-learning
14. Teacher education and professional development for STEM education
15. Educational robots, such as fabrication of educational robots, robot instructors, and robot-assisted learning.
16. Maker and STEM education
17. Other issues related to maker and STEM education
Chi-Cheng Chang Taiwan Normal University
Maggie Minhong Wang Hong Kong University
Qian Fu Beijing Normal University
Longkai Wu Nanyang Technological University
Program Committee Menber
Ying-Tien Wu Center University
Si-Jer Lou Pingtong University of Technology
Yu-Liang Ting Taiwan Normal University
Pao-Nan Chou University of Tainan
Kuen-Yi Lin Taiwan Normal University
Yu-Kai Chen Taiwan Normal University
Feng-Kuang Chiang Beijing Normal University
Hua Hsiang Beijing Normal University
Yaofeng Xue East China Normal University
Xiaobing Su East China Normal University
Liang Luo East China Normal University
Yu-Sun Chang Taiwan Normal University
Tien-Chi Huang Taichung University of Science and Technology
Bian Wu East China Normal University
Gaowei Chen University of Hong Kong
Gary K. W. Wong University of Hong Kong
Paper submission due
22 Jan 2017 Extended to 9 Feb 2016
Notification of acceptance
19 Mar 2017
Camera-ready paper submission
9 Apr 2017
Jun 3-6 2017