Science education plays an indispensable and significant role in cultivating scientific and technological talents as well as innovative talents. To fully leverage the important value of science education, it is necessary to start from an early age and foster a fertile ground for talents, thereby giving birth to a large number of high-level scientific and technological talents. This issue focuses on how countries like the United States, the United Kingdom, Germany, and Japan provide strong support for the development of science education in primary, secondary, and tertiary schools, with the aim of offering us some inspiration.

Looking at the international scene, in the past few decades, developed countries such as those in Europe and America have attached great importance to science education. Although different countries have different expressions for science education, such as STEM education (Science, Technology, Engineering and Mathematics) in the United States and MINT education (the German abbreviations for Mathematics, information Engineering, natural Science and Technology) in Germany, the connotations of science education in various countries are basically the same.

Globally, the International Survey on Trends in Mathematics and Science Education (TIMSS) and the Programme for International Student Assessment (PISA) are international assessments with high dissemination and recognition, and are related to the scientific literacy of teenagers. Each time the latest assessment results are released, they trigger a global response, giving rise to and fostering global science education stars in countries such as Singapore, Finland, and Japan. In addition, as a technological power and the birthplace of STEM education, the United States has rich experience in conducting science education for teenagers. Science is one of the core subjects in the national curriculum at the basic education stage in the UK, on par with mathematics and English, and its significance is self-evident. In Germany, where manufacturing is highly developed, MINT education has provided strong support for the transformation and upgrading of its industrial society. The experiences of science education in the above-mentioned countries can provide us with certain references and lessons.

Strengthen top-level design and play the "first move" in the development of science education

In December 2018, the United States released "Mapping the Road to Success: The "American STEM Education Development Strategy" sets the goal of becoming a global leader in national literacy, invention and creation, and workforce employment in the STEM field. It calls on schools, families, communities, companies and industry associations across the United States to unite and jointly turn the United States into the "North Star" of the global STEM field. In December 2022, the U.S. Department of Education released the "Raising Standards: STEM Excellence Program for All Students", emphasizing the further implementation and expansion of fair and quality STEM education covering all students from preschool to higher education, cultivating students' global competitiveness and preparing them for future global competition.

In February 2019, the German Federal Ministry of Education and Research launched the "MINT Action Plan - Moving towards the Future in MINT Education" strategic framework, which integrates various measures to support and enhance MINT education. Particular emphasis is placed on four important aspects: MINT education for teenagers, the cultivation of MINT professionals, enhancing opportunities for women in the MINT field, and MINT education in society. In June 2022, Germany launched the MINT Action Plan 2.0, setting up five new action areas: cooperation, quality, networking, family, research, and early development.

Formulate national standards and promote the upgrading of science education and teaching

In 2011, the National Academy of Sciences of the United States led the introduction of the "K-12 Framework for Science Education". Later, based on this framework, the "New Generation Standards for Science Education" was formulated and released in 2013. This standard establishes three dimensions of science education: core concepts of disciplines, scientific and engineering practices, and interdisciplinary concepts. It is currently the guiding document for the teaching and learning of science courses in the United States, replacing the National Standards for Science Education published in 1996.

At the beginning of the 21st century, the joint Conference of education and culture ministers of the German states focused its work on the formulation and implementation of national education standards. In 2003, at the initiative of the Joint Conference of Ministers of Education and Culture of the German states, the Institute for the Development of Educational Quality, affiliated with Humboldt University of Berlin, was established in Germany. One of the main tasks of this institute is to formulate national standards for primary and secondary school education. Since then, the joint Conference of education and culture ministers of the German states has successively issued national education standards for the main subjects in primary and secondary schools. All natural science disciplines adopt the same four-dimensional objective system, namely disciplinary knowledge, acquisition ability, communication ability and judgment ability.

The "Learning Guidelines" revised every ten years in Japan serves as a "barometer" for the curriculum reform in primary and secondary schools. The regulations regarding "science" courses in it reflect the development and changes in science education in Japan. After World War II, Japan's economy developed rapidly, and the number of science class hours in primary and junior high schools showed a significant upward trend. However, subsequently, affected by the "lenient education" reform, both the total number of class hours and the number of science class hours witnessed a substantial decrease. Since the 21st century, along with the recovery and revitalization of Japan's economy and education, Japan has re-established its national policies of "building a nation through science and technology" and "building a nation through education", and has regarded the transformation and upgrading of science education as one of the key paths. As a result, the number of science class hours in Japanese primary and junior high schools has increased significantly since 2008.

The Education Reform Act 1988 of the United Kingdom officially listed science as a national core curriculum, and the status of science education in primary and secondary schools was legally recognized. In 1989, the then Department for Education and Science of the United Kingdom officially released the "National Curriculum of England: Science", establishing for the first time a unified national science curriculum standard. This was the first official guideline for science education in primary and secondary schools in the UK. Subsequently, the science curriculum standards have undergone multiple revisions. The current science curriculum standards for grades 1 to 9 in British schools are the version released in September 2013, and those for grades 10 to 11 are the version released in December 2014.

Build a core curriculum system to lay a solid foundation for science education

Finland promulgated the new version of the "National Core Curriculum for Basic Education" in 2014 and implemented it in all primary and secondary schools across the country in the autumn of 2016, officially launching a new round of curriculum reform. Finland's "National Core Curriculum for Basic Education" proposes to cultivate seven cross-disciplinary abilities for students, namely, learning to learn and think, cultural literacy, daily living skills, multi-literacy skills, information skills, vocational and entrepreneurial skills, and sustainable development skills.

The construction of the science curriculum system in Finnish primary and secondary schools highlights the cultivation of cross-disciplinary abilities, emphasizes the learning and research of cross-disciplinary themes, and advocates comprehensive teaching models such as project-based teaching and phenomenon-based teaching. The science curriculum in Finnish primary schools is characterized by its comprehensiveness. It is called Environmental Studies and ranks third among all courses in terms of weekly class hours. The science courses in junior high school are subject-specific courses, including biology, geography, physics, chemistry and health education. The number of class hours per week ranks first among all courses.

The Ministry of Education of Singapore formulated the new "Junior High School Science Curriculum Outline" in 2012 and officially implemented it nationwide the following year. In 2014, Singapore promulgated a new "Primary School Science Curriculum Outline". The structure of the science curriculum syllabuses for primary and junior high schools is the same, aiming to establish a balance among scientific knowledge, scientific inquiry skills and values, while achieving a transformation from acquiring knowledge to applying it. All students in Singapore study a comprehensive science curriculum from Primary 3 to Primary 6 and from Secondary 1 to Secondary 2. The knowledge they acquire forms the foundation of their scientific literacy throughout their lives. In the primary school curriculum, science, English, mother tongue and mathematics are all four main subjects, and they all have the same proportion in the examinations.

At present, the science courses in Japanese primary and junior high schools have achieved effective connection, emphasizing the consistency and systematization of the "qualifications and abilities" training goals at each stage. The basic framework structure of the science curriculum in Japan is "dual domains", namely "A - Matter and Energy" and "B - Life and Earth" domains. From primary school to high school, the content level of Japanese students' understanding of things and phenomena keeps expanding. Overall, it is a cognitive process from the macro to the micro, and from the concrete to the abstract. In 2018, the Ministry of Education, Culture, Sports, Science and Technology of Japan revised the "Guidelines for High School Learning" and newly established the subject of "Science and Mathematics", which consists of two courses: "Fundamentals of Science and Mathematics Inquiry" and "Science and Mathematics Inquiry". The aim is to cultivate students' ability to comprehensively apply a scientific perspective and thinking to solve complex problems, thereby adapting to the rapidly changing times.

Attach importance to informal learning outside of school and create a favorable ecosystem for science education

Out-of-school STEM learning in the United States mainly adopts project-based learning, problem-based learning and other models, achieving significant results in compensating for the STEM education of disadvantaged students and making up for the insufficiency of in-school STEM education. It is increasingly regarded as an important part of the science education ecosystem. The implementing entities of STEM learning outside of school in the United States are highly diverse. Community organizations are the main organizers, undertaking the majority of the organization and implementation of STEM learning outside of school, such as Girls' Science clubs, science museums, and science centers. Parents, enterprises, foundations and other stakeholders are also important organizers. Enterprises and foundations, as the main partners, are responsible for providing financial support. Most STEM learning outside of school in the United States is free and is widely carried out through summer camps, after-school programs and Saturday classes.

Finland attaches great importance to conducting science education in a wide range of social practices outside the classroom. Museums, university laboratories, student camps, science centers and other facilities in Finland can offer students a variety of informal science learning opportunities. In Finland, LUMA is an abbreviation for "LUonnontietee" (Finnish for natural sciences) and "Mathematics". Currently, almost every city in Finland has a LUMA center, which is responsible for popularizing and promoting science education. The LUMA Center is equipped with relatively complete and advanced teaching and research facilities, which are available for borrowing by schools. Primary and secondary school teachers can make an appointment with the LUMA Center according to their educational and teaching needs to lead students in practical operations. Meanwhile, the LUMA Center is staffed with highly qualified professionals who provide in-service teachers with teaching and training in science, technology and other courses. Organizing student camps is also one of the informal ways of STEM learning outside Finland. The camp usually starts in summer and is organized and implemented by the LUMA Center in Finland or the research center of a university.

To promote the high-quality development of science education, Singapore has organically integrated off-campus projects with on-campus curricula. As a result, research institutions and industry organizations have become active partners in supporting the development of science education in schools. These institutions and organizations have provided significant support for the development of informal learning outside schools in Singapore. For instance, the Singapore Science Centre established a department dedicated to STEM education and promotion in 2014. Besides providing expert advice for school projects and helping schools establish connections with the industry, it also organizes training seminars for teachers and students on basic electronics, the Internet of Things, laser cutting and engraving, 3D computer-aided design, 3D printing and scanning, PCB design and manufacturing, etc.

Integrate social forces to create a new form of science education

One notable feature that distinguishes science education from other forms of education is that informal learning outside the school holds a very important position and plays a role no less significant than that of in-school education. In the process of organizing and implementing informal learning outside the school, mobilizing and integrating social forces to participate deeply, sustainably and efficiently is the key to determining the effectiveness of learning practice. All-round and three-dimensional social force support covers many aspects such as venues, facilities, talents and funds, each playing to its strengths to form an effective synergy.

In the "2026: STEM Vision" released by the United States in 2016, it was proposed to integrate resources from various aspects such as schools, libraries, museums, foundations, enterprises, community organizations, and professional talents to jointly create STEM practice communities with local characteristics. Museums in the United States have played an active role in enhancing the scientific literacy of teenagers. For instance, the "Science Action Plan" developed by the Chicago Museum of Industrial Science has built an interactive bridge between science and teenagers, inspiring and guiding them to fully develop their potential in STEM fields. In addition, the Adventure Science Center and the 21st Century Community Learning Center in the United States have respectively organized and implemented different types of off-campus science education activities, expanding the channels for off-campus science education and enriching its content.

In 2003, with the support of the Finnish Ministry of Education and the Finnish National Council for Education, the Finnish National LUMA Centre was officially established, focusing on domestic and international educational cooperation in mathematics and science education. As of 2019, Finland had a total of 13 LUMA centers, distributed across 13 higher education institutions including the University of Helsinki. The LUMA centers form the most renowned science education support network in Finland.

The development of science education in Germany also attaches great importance to giving full play to the powerful supporting role of social forces. At present, there are approximately 250 enterprises and institutions in Germany that have become partners and sponsors of MINT Education, including both global companies and research institutions. Scientists from 26 research institutions in Germany have also jointly formed the "Particle World Network" with the European Laboratory for Particle Physics, facilitating teachers and students to understand the latest knowledge related to astronomy and particle physics.

In the UK, many social organizations and institutions actively cooperate and participate in off-campus science education and teacher training activities. For instance, the Science Museum in London has launched a wide variety of scientific exploration activities and courses. In terms of promoting the participation of social forces, the UK's National STEM Learning Network has launched the "STEM Ambassador" program, guiding various organizations and institutions such as academic institutions, research institutes, and technology enterprises to provide STEM educational practice activities for students both inside and outside the classroom. In 2016, the Royal Engineering Education and Skills Commission of the United Kingdom launched the "UK STEM Education Blueprint", announcing over 600 supporting institutions that can provide students and teachers with abundant resources and courses.

Strengthen the construction of the talent team to ensure the high-quality development of science education

The American Association of Science Teachers, in collaboration with the Association for the Promotion of Science Teacher Education, formulated the "Standards for the Training of Science Teachers" in 1998, setting specific normative requirements for the training of science teachers in universities, colleges, and training institutions in the United States. The standards were updated three times in 2003, 2012, and 2020. The latest version of the standard emphasizes that teachers not only need to possess a high level of subject knowledge and educational knowledge, but also must have the concepts of continuous reflection, autonomous learning and professional development, and be able to quickly adapt to the constant changes in courses, standards, technologies and students.

At present, Japan has fully implemented the "subject responsibility system" for the upper grades of primary school (grades 4 to 6) across the country, transforming the previous model where almost all subjects were taught by class teachers into a model where different subjects are managed by full-time teachers. This model has been widely implemented in science education in the upper grades of primary schools. As of 2020, 48% of primary schools across Japan have promoted the "subject responsibility system" for science education in the sixth grade, with a focus on observation, experimentation and programming education. In addition, to promote the upgrading of science education in junior high schools and senior high schools, many schools in Tokyo, Japan, will also assign one assistant teacher to a full-time science teacher. Most of these assistant teachers are retired and rehired personnel, who are specifically responsible for providing additional support to students in experimental teaching and other links.