Directory

I. China

(1) Policy Evolution

(II) Achievements in science and education

(3) Practice in Various regions

Ii. The United States

(1) Support policies

(II) Funding System

(3) Professional courses

Iii. Germany

(1) Government measures

Implement the national strategy for science education

(II) School Education

(3) Social Participation

Iv. Russia

(1) Highlight the strategic importance of off-campus science education

(2) The accessibility of off-campus science education to all

(3) The convenience of discovering and identifying the potential for cultivating top-notch innovative talents

(4) The effectiveness of bridging the "last mile" of out-of-school science education in rural areas

V. The United Kingdom

(1) Development History

(II) Main Practices

Vi. Countries along the Belt and Road Initiative

(1) The development of students' scientific literacy

(2) Formulation of science education policies and standards

(3) Construction of science education curriculum

(4) Expansion of off-campus science education

(V) Application of New Technologies in Science Education

I. China

(1) Policy Evolution

Science Education under the Background of the "Rejuvenating the Country through Science and Education" Strategy: The Nascent Development Stage of Science Education in China (1978-2000)

In 1978, China's gross domestic product (GDP) was only 364.5 billion yuan, and the per capita gross national income was merely 190 US dollars, ranking it among the world's least developed low-income countries. Since the reform and opening up, China has increasingly emphasized taking scientific and technological progress as the main driving force for economic and social development. The deepening of relevant theoretical explanations represented by "science and technology are the primary productive forces" has promoted the "rejuvenating the country through science and education" strategy from its initial conception to its final release. Against this backdrop, China's emphasis on science and education has risen to an unprecedented height, and the cause of science education has gradually got on the right track and entered a nascent stage of development. In March 1978, Deng Xiaoping emphasized at the National Science Conference the need to vigorously develop the cause of scientific research and scientific education. Zhou Peiyuan, the acting chairperson of the China Association for Science and Technology, proposed to "actively carry out science popularization work and contribute to improving the scientific and cultural level of the entire nation", emphasizing "promoting the vast number of young people to march towards science" and "vigorously carrying out science and technology activities for young people". In 1992, China promulgated the "Teaching Outline for Natural Science in Full-time Primary Schools of Nine-Year Compulsory Education (Trial)", which put forward the concept of "scientific literacy" in the regulations on the nature of natural science courses and initially formed the goal of scientific literacy education. This lays a foundation for promoting the formalization and modernization of natural science courses in the basic education stage in our country, as well as for achieving the goal of curriculum-based scientific literacy education in the future. In 1995, the Central Committee of the Communist Party of China and The State Council proposed in the "Decision on Accelerating Scientific and Technological Progress" to implement the development strategy of "rejuvenating the Country through science and education", listing the improvement of the scientific and cultural quality of the entire nation as an important content. As a result, science education has become a key link in enhancing the country's scientific and technological strength. In 1995, the "Several Opinions of the State Education Commission on Implementing the 'Decision of the Central Committee of the Communist Party of China and The State Council on Accelerating Scientific and Technological Progress'" was issued, clearly stating that "the primary task of the education system in implementing the strategy of rejuvenating the country through science and education is to accelerate the cultivation of high-quality talents at all levels and of all types, and to foster a large number of reserve forces for science and education with both moral integrity and professional competence." By now, the strategy of rejuvenating the country through science and education has been fully implemented in the field of education in our country, and science education, as an important component of it, has been further developed.

By the end of the 20th century, the goals of "basically universalizing nine-year compulsory education" and "basically eliminating illiteracy among young and middle-aged people" were historical decisions made by the Central Committee of the Communist Party of China in light of the country's modernization process at that time, the needs of international competition, and the "three-step" strategic goals. During this period, the key objective of the development of China's education sector was to expand the scale of compulsory education and ensure that the school-age population had access to education. Correspondingly, China's science education advocated being accessible to all students and emphasizing the acquisition of scientific knowledge by students. However, due to the lack of specialized comprehensive science courses and a complete science education system in our country, the science education carried out in primary and secondary schools mainly relies on natural science courses such as nature, physics, biology and chemistry. Therefore, our country also vigorously advocates the popularization of science and technology activities, through mass media and various forms of publicity, exhibitions and teaching, etc. Disseminate scientific knowledge and ideas to all members of society. In 1994, the Central Committee of the Communist Party of China and The State Council issued the "Several Opinions on Strengthening the Popularization of Science and Technology", emphasizing "providing science popularization activity platforms for teenagers in various forms and through multiple channels".

2. The Emergence of Integrated Science Curriculum: The Overall Promotion Stage of Science Education in China (2001-2013)

According to the World Bank's official website, China was a low-income country before 1996 and entered the ranks of middle - and low-income countries in 1999, which provided a strong guarantee for the implementation of the basic education curriculum reform in 2001. At the beginning of the 21st century, global scientific and technological innovation entered an unprecedentedly intense and active period. A new round of scientific and technological revolution and industrial transformation is reconfiguring the global innovation landscape and reshaping the global economic structure. In contrast, the insufficiency of scientific and technological innovation capabilities is increasingly restricting the development of China's economy and society, and at the same time, it is also facing huge pressure from the advantages of developed countries in science and technology. Furthermore, as various regions have successively passed the assessment and acceptance of the "two Basics", the popularization degree of compulsory education in our country has greatly increased. When quantity and scale are no longer the biggest problems faced by education, the call for improving the quality of education has gradually grown louder, and the whole society has paid more attention to the all-round development of people. In 1999, the "Decision of the Central Committee of the Communist Party of China and The State Council on Deepening Educational Reform and Promoting Quality-Oriented Education in an All-round Way" was issued, clarifying the goals, contents and safeguard measures of quality-oriented education. Against this backdrop, in order to adapt to the development of The Times and the needs of implementing quality-oriented education, China's basic education has launched an unprecedented curriculum reform movement. This round of basic education curriculum reform has led to the formation of specialized comprehensive science courses in the compulsory education stage, marking the beginning of the overall promotion stage of comprehensive science courses in China's science education.

In November 2000, five departments including the Ministry of Science and Technology and the Ministry of Education issued the "Guiding Outline for the Popularization of Science and Technology among Chinese Youth from 2001 to 2005", pointing out that "due to relatively backward educational concepts, activity contents and methods, there is a considerable gap between Chinese youth and developed countries in the cultivation of innovative spirit and practical ability." Meanwhile, influenced by the development of STS (Science, Technology and Society) education abroad, the humanistic nature and social value of science education in China have gradually received attention, which has promoted the transformation of the goals, content composition and teaching methods of science education. In June 2001, the "Outline for the Reform of Basic Education Curriculum (Trial)" was officially promulgated, which also pointed out the overall direction of the reform of science education curriculum. In July 2001, the Ministry of Education issued the "Experimental Draft of the Curriculum Standards for Science Education in Compulsory Education (Grades 3-6)" and the "Experimental Draft of the Curriculum Standards for Science Education in Compulsory Education (Grades 7-9)". These were the first curriculum standards for science education in primary and secondary schools after the founding of the People's Republic of China.

Since the new curriculum reform in 2001, primary school science education has been upgraded from the natural or common sense classes of the 20th century to primary school science in line with the international primary school science curriculum. The promulgation of the science education curriculum standards has provided an effective reference for the development and formal implementation of comprehensive science courses in primary and secondary schools. Compared with the traditional subject-based courses, the integrated science courses attempt to transcend the boundaries of disciplines, advocate overall design and planning, and emphasize the mutual penetration and integration of knowledge fields among various disciplines. In addition, in 2006, The State Council promulgated the "Outline of the National Action Plan for Scientific Literacy (2006-2010-2020)", which proposed to "focus on implementing the action plan for scientific literacy of Minors, the Science Education and Training Project, and the Science Popularization Infrastructure Project", establishing the important position of science education in the entire education cause and in improving citizens' scientific literacy. During this period, China had not yet clearly stipulated the qualifications for teachers of comprehensive science courses. Moreover, comprehensive science courses were often overlooked by schools, and the stipulated class hours were usually occupied by science courses such as mathematics and physics that were organized by subject. In addition, there is a significant shortage of science teachers in primary and secondary schools, and there is a lack of science education resources such as experimental equipment and experimental sites, which makes it difficult to effectively implement science education.

3. The "Core Literacy Orientation" of Science Education: The Innovative Exploration Stage of Science Education in China (2014-2022)

In 2012, China achieved the goal of having national fiscal education expenditure account for 4% of its GDP, marking that China's education reform and development have a relatively strong financial guarantee. As a result, China has entered the "post-4%" era of education investment. The realization and maintenance of the "4%" target have laid a foundation for China's education sector to properly handle the relationship between "improving quality" and "promoting fairness". After China fully implemented the "two basics" in 2011, promoting the basic balanced development of compulsory education has become an important part of educational work. In addition, to further address the challenges posed by the knowledge economy, industrial structure transformation, globalization and informatization, and to implement the fundamental task of fostering virtue and nurturing talent, and to give full play to the core role of courses in the cultivation of innovative talents, the Ministry of Education explicitly proposed in the "Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Fostering Virtue and Nurturing Talent" in 2014 to develop a core literacy system for students' development. Against this backdrop, the reform of science curriculum and teaching in our country has begun to take the development of students' core scientific literacy as the basic goal and has reformed the educational model, educational methods and evaluation system. As a result, science education in our country has entered an innovative exploration stage with the "core literacy orientation". Since September 2017, the starting grade of the primary school science curriculum in China has been adjusted to Grade one. The science curriculum in the compulsory education stage has adopted a new curriculum standard of nine-year integrated design, with enhanced connection between different educational stages and a clear orientation towards quality. In March 2022, the Ministry of Education released the "Compulsory Education Science Curriculum Standards (2022 Edition)", further clarifying that the goal of the science curriculum is to cultivate students' core scientific literacy, which includes four aspects: scientific concepts, scientific thinking, inquiry and practice, and attitude and responsibility.

Under the goal orientation of cultivating students' core scientific literacy, China's science education practice has begun to integrate STEAM education concepts, project-based learning, interdisciplinary learning, etc. Entering the 21st century, European and American countries have begun to strengthen the interdisciplinary integration of science education and technology education, as well as engineering education and mathematics education, that is, to promote science education under the conceptual framework of "STEM education". As China increasingly emphasizes the improvement of students' scientific literacy and innovation ability, STEM education, which has emerged in Western countries, has gradually been introduced into China's education sector. This has presented a significant opportunity for innovation and transformation in the content, practical forms, and implementation paths of science education in China. In 2015, the Ministry of Education proposed in the "13th Five-Year Plan for Education Informatization" that regions with conditions should actively explore STEM education, maker education, etc., to enhance the innovation ability of students in our country. In 2017, China issued the "White Paper on STEM Education in China" and the "Guidelines for Training STEM Teachers", among others. With the integration of humanities disciplines into STEM education, STEM education has been further enriched and expanded into STEAM education. Based on the fundamental concepts of STEAM education, diverse science education methods such as project-based learning and interdisciplinary learning have been promoted. However, the social support system for science education and the collaborative education mechanism for science education still need to be established and improved.

4. The Science Education System in the Three-dimensional Coupling of Education, Science and Technology, and Talent: The Comprehensive Deepening Stage of Science Education in China (Starting from 2023

In 2022, China's per capita national income (GNI) reached 12,600 US dollars, just one step away from the national standard for high-income countries. As a result, China has entered the critical stage of the battle to cross the middle-income trap. At present, China is confronted with the major issue of how to further optimize its industrial structure and achieve high-quality economic development. This requires seizing the historical opportunity of the new round of scientific and technological revolution and industrial transformation, and winning the battle for key core technologies. Against this backdrop, science education shoulders the crucial mission of consolidating the foundation of scientific and technological talents for innovation-driven development. In 2022, the report of the 20th National Congress of the Communist Party of China put forward the major theoretical assertion of Chinese-style modernization, systematically interpreted the grand blueprint for comprehensively building a modern socialist country, and regarded education, science and technology, and talent as the fundamental and strategic support for achieving this goal. The report of the 20th National Congress of the Communist Party of China systematically plans the role of education, science and technology, and talent in the process of Chinese-style modernization, highlighting the crucial value of science education in the strategies of rejuvenating the country through science and education, strengthening the country with talent, and driving development through innovation. It provides precise guidance for the reform direction of science education in China. In 2023, 18 departments including the Ministry of Education issued the "Opinions on Strengthening Science Education in Primary and Secondary Schools in the New Era", emphasizing "systematically deploying the addition of science education in the 'Double Reduction' of education, and supporting and serving the integrated promotion of high-quality development of education, science and technology, and talent". The release of China's first policy document specifically targeting science education marks that China's science education has entered a stage of comprehensive deepening, and the reform of science education has thus entered a strategic pattern of coupled development of education, science and technology, and talent. In the same year, the General Office of the Ministry of Education issued the "Action Plan for Deepening the Reform of Basic Education Curriculum and Teaching", emphasizing the continuous promotion of the action to enhance scientific literacy, including "strengthening the teaching of science subjects", "continuously and deeply carrying out popular science education", and "strengthening the allocation and use of teaching equipment", and it will be continuously promoted from May 2023 to 2027.

Furthermore, as various regions have successively passed the supervision and assessment of balanced development of compulsory education, China's compulsory education has entered a stage of high-quality and balanced development. With the goal of achieving high quality and balance, China pays more attention to the inclusive nature of science education, attaches great importance to the assistance and support work for science education in weak areas, weak schools and special children groups, and has implemented projects such as the "Aid Construction Project for Science Education Facilities in Central and Western Regions". In 2023, China issued the "Opinions on Building a High-quality and Balanced Basic Public Education Service System", emphasizing the establishment of a high-quality and balanced basic public education service system, giving full play to the important role of popular science resources in educating people, and encouraging science and technology museums and various popular science education bases with conditions to open to students for free or at low cost. As the layout and implementation of science education have risen to the national education strategy and planning level in the process of China's modernization, science education has entered a systematic construction stage of systematically integrating science education resources both inside and outside schools and achieving multi-subject collaborative education. The role and value of establishing and improving the science education system in the three-dimensional coupling of education, science and technology, and talent have received greater attention and emphasis.

(II) Achievements in science and education

Since the 18th National Congress of the Communist Party of China, China has achieved positive results in the development of science education. The top-level design of science education has become increasingly complete, and the degree of attention and recognition of science education by the whole society has gradually increased. The role of science education in enhancing the scientific literacy of the entire population and cultivating innovative talents has become increasingly prominent. It has formed its own advantages and characteristics, playing a significant role in enhancing the scientific literacy and innovative consciousness of primary and secondary school students.

A relatively complete top-level design plan has been formed

In recent years, under the overall deployment of building a world power in science and technology, talent and education, the country's overall planning and strategic deployment for science education have also become increasingly complete. From the national to the local level, various departments and units have formulated multiple policy documents to promote the development of science education, clarifying the direction and tasks for the high-quality development of science education in the new era of our country. For instance, in September 2022, the General Office of the Central Committee of the Communist Party of China and The General Office of the State Council issued the "Opinions on Further Strengthening Science Popularization Work in the New Era", which clearly stipulated that "schools should enhance science education, continuously improve the scientific literacy of teachers and students, and actively organize and support teachers and students to carry out a variety of rich and colorful science popularization activities." The General Office of the State Council issued the "Outline of the National Action Plan for Improving Scientific Literacy (2021-2035)", which specifically arranged and implemented the "Action for Enhancing Scientific Literacy among Teenagers", proposing to "stimulate the curiosity and imagination of teenagers, enhance their interest in science, innovative consciousness and innovative ability,

Cultivate a large number of young people with the potential to become scientists to lay a solid talent foundation for accelerating the building of a strong country in science and technology. In May 2023, 18 departments including the Ministry of Education and the Publicity Department of the Central Committee jointly issued the "Opinions on Strengthening Science Education in Primary and Secondary Schools in the New Era", clearly stating that through 3 to 5 years of efforts, the science education system in primary and secondary schools should be made more complete. Science education plays a significant role in promoting the healthy growth and all-round development of students and advancing the construction of a modern socialist education power. In April 2022, the Ministry of Education issued the "Curriculum Plan and Curriculum Standards for the Compulsory Education Stage", taking scientific concepts, scientific thinking, inquiry practice and attitude responsibility as the core literacy of the science discipline, and widely consolidating the scientific literacy of all students and the educational foundation for cultivating top-notch innovative talents. In May 2022, the General Office of the Ministry of Education issued the "Notice on Strengthening the Training of Primary School Science Teachers", for the first time formulating a dedicated document for the training of primary school science teachers. The aim is to enhance the supply of primary school science teachers from the source and play a foundational role in the cultivation of reserve talents for scientific and technological innovation.

2. It has accumulated a considerable amount of course and content resources

Under the guidance of planning and policy support, China's science education curriculum system has been continuously improved, and the content resources of science education have become more abundant. In terms of the curriculum system, since September 2017, science courses have been offered in grades 1 to 9 of primary and secondary schools in China, and information technology and labor courses have been independently set up. In 2022, the Ministry of Education revised the curriculum plan and standards for compulsory education, further strengthening the construction of courses related to science education such as physics, chemistry, biology and geography, and constantly improving the curriculum and textbook system for science education. In terms of discipline construction, various normal universities and related higher education institutions have gradually intensified the construction of science education programs. Currently, there are 65 universities across the country offering undergraduate programs in science education, 50 universities setting up academic master's degree programs in the field of science education, and 97 universities establishing professional master's degree programs. In terms of content development, primary and secondary schools, universities, research institutes and even enterprises are all actively developing science education content works for teenagers, and the science education content resources of the whole society are gradually becoming rich. For instance, some universities, research institutes and science popularization bases in Shanghai have created characteristic course courseware around youth science and technology innovation education, achieving good educational and popular science benefits. Shanghai Normal University is committed to establishing a characteristic education brand of "Artificial Intelligence + Education", with the "4C" science and technology innovation literacy of "creation, confidence, communication and cooperation" as the core. We have launched a series of courses such as "Enjoy Programming (Beginner)", "Enjoy Programming (Advanced)", "Intelligent Robots", and "Autonomous Driving", which are based on different kits and targeted at teenagers of different age groups. The East China Sea Research Station of the Institute of Acoustics, Chinese Academy of Sciences, has created over ten popular science courses, including "The Secret of Sound" and "Decoding Hearing and Protecting Hearing". The China Industrial Design Museum has developed five courses, including "Are Design and Art the Same Thing?" and "From Traditional Design to Intelligent Design".

3. A diversified science education infrastructure system has been established

In recent years, with the gradual increase in investment in education and popular science in our country, the material basic conditions required for science education have gradually improved, and the infrastructure system for science education has become increasingly complete, forming a diversified facility system with on-campus infrastructure as the main body and off-campus popular science venues as beneficial supplements. On the one hand, the infrastructure and conditions for science education within primary and secondary schools have been gradually improving. On the other hand, off-campus science popularization venues and bases are expanding increasingly. Over 1,000 physical science and technology museums, mobile science and technology museums, science popularization caravans and nearly 10,000 rural children's palaces across the country have been fully opened to primary and secondary school students. Various libraries, museums, stadiums and other cultural, artistic and sports venues are also actively engaged in science communication and education. It has opened up a vast space for the social classroom of science education.

4. A number of brand science education activities have been cultivated

With the increasing emphasis on science education throughout society, all sectors of society have been actively organizing science popularization and education activities for the youth group, forming a science education activity system that includes competitions, comprehensive activities, and characteristic theme activities. Every year, tens of thousands of science education activities are held across the country. According to statistics from the China Association for Science and Technology, in 2022, science and technology associations at all levels and two-level academic societies organized 7,886 youth science and technology competitions, with 37.877 million young people participating. A total of 881 science camps for teenagers in colleges and universities were held, with 95,000 participants. A total of 48,000 science and technology education activities and training sessions for teenagers were held, with 74.6 million participants. A total of 674 science, technology and cultural exchange activities for teenagers from Hong Kong, Macao and Taiwan were held, with 37,000 people participating. Meanwhile, the brand effect and social influence of some distinctive activities have gradually emerged. A number of influential brand activities have been cultivated and created, such as the "Tiangong Classroom", Scientists (Spirit) Entering Campus, and the National Youth University Science Camp, guiding the majority of primary and secondary school students to love science, study science, and apply science, and to set the lofty aspiration of serving the country through science and technology.

(3) Practice in Various regions

The Ministry of Education has initiated the construction of the first batch of national experimental schools for science education in primary and secondary schools

In December 2023, the General Office of the Ministry of Education issued the "Notice on Recommending the First Batch of National Experimental Zones and Schools for Science Education in Primary and Secondary Schools".​ The Ministry of Education has decided to launch the national experimental zone and school construction project for science education in primary and secondary schools in three batches. The first batch will review and determine the list of about 100 experimental zones and about 1,000 experimental schools. The tasks of the experimental school include establishing a comprehensive guarantee system for science education, strengthening vice principals in charge of science, science and technology instructors, and science course teachers with master's degrees in science and engineering, building science exploration laboratories, comprehensive laboratories, innovation laboratories, and science activity parks, etc., to provide software and hardware support for science education and teaching. At the same time, efforts should be made to strengthen the construction of science courses, build a school science course and resource system based on local conditions, and form a science course cluster that is rich in content, broad in field, well-connected in educational stages, and classified and stratified. The fixed class, subject and class hour arrangements should be broken, and students with potential should be discovered and cultivated early to meet diverse learning needs. The construction of experimental zones and schools for science education in primary and secondary schools across the country aims to take the lead in piloted projects in key areas and links such as the development of curriculum resources, the building of the teaching staff, the transformation of teaching methods, the reform of educational evaluation, the construction of venues and scenarios, and the integration of social forces, to solve difficulties and bottlenecks, and explore effective ways to implement science education and innovative models for talent cultivation. Build a development pattern featuring vertical integration among primary, secondary and tertiary schools and horizontal interaction between schools and off-campus areas.

2. Beijing makes multi-directional efforts to answer the "addition question" of science education well

(1) Build a school-based curriculum system

The classroom is an important place for cultivating students' scientific literacy, innovative thinking and practical ability. Building characteristic school-based courses is one of the important ways to strengthen science education and enhance students' scientific literacy. School-based curriculum refers to the curriculum developed by the school itself based on the school, which corresponds to the national curriculum and local curriculum.

While primary and secondary schools should fully and effectively offer national science courses, they should also actively build rich and diverse school-based science courses. Wu Yinghui, the director of the Institute of Education Sciences of Haidian District, Beijing, believes that for a long time, the cultivation of most students' scientific literacy and scientific thinking has mainly relied on the study of subjects such as physics, chemistry and geography. The setting of science courses should not only be "based on disciplines" but also "transcend disciplines", establishing a school-based science curriculum that includes three levels: scientific experience, scientific inquiry, and scientific creation.

The model aircraft class of the Affiliated Primary School of Beihang University is one of the representative courses of the Little Navigator Science education system created by the school. Li Lanying, the Party branch secretary and principal of Changping School Affiliated to Beihang University, introduced that the model aircraft class adopts the "Four Ones" teaching method, namely, telling an engaging aviation story, interpreting an easy-to-understand scientific principle, setting up a medal symbolizing honor, and having students make a model aircraft by themselves. Such a course design not only stimulates students' interest but also enables them to deepen their understanding of aviation knowledge through practice. Li Lanying said.

There are many schools like the Changping School Affiliated to Beihang University that have established a distinctive science education curriculum system. Wu Yinghui introduced that currently, there are nearly 464 school-based science courses in primary and secondary schools in Haidian District, Beijing, covering multiple fields such as subject expansion, subject competitions, experimental observation, design and production, popular science reading, artificial intelligence, programming and robotics.

To make efficient use of various educational resources, Haidian District has been building a characteristic scientific curriculum system with education groups as the leading force. Wu Yinghui gave an example, saying that currently, the Peking University High School Education Group focuses on innovative research in the field of physics, while the Capital Normal University High School Education Group is developing distinctive science courses in the field of life sciences. We hope that each education group can create different types of science education courses and establish characteristic course clusters in different scientific fields. This not only highlights the school's educational characteristics but also effectively integrates the school's educational resources. Wu Yinghui said.

(2) Build a pattern of integrated development

Many college students often encounter problems such as unclear concept exposition and unconcise language expression when writing scientific papers or presenting scientific viewpoints. This is because they did not receive in-depth training in scientific language expression during their middle school years. Jing Zhiguo, the vice principal of Peking University High School, said.

The "Notice of the Office of the Ministry of Education on Recommending the First Batch of National Experimental Zones and Schools for Science Education in Primary and Secondary Schools" released at the end of 2023 mentioned that it is necessary to build a development pattern featuring vertical integration among primary, secondary and tertiary education and horizontal linkage between schools and campuses.

Many experts say that this provides students with a comprehensive and systematic science learning experience and meets the society's demand for innovative talents.

Jing Zhiguo introduced that, for instance, Peking University High School and the School of Physics of Peking University have jointly established a demonstration base for cultivating outstanding physics talents. The base courses cover the proficient use of scientific tools, quantitative experiments on scientific phenomena, accurate expression of scientific language, logical common sense and logical thinking, interdisciplinary thinking and vision, etc., comprehensively enhancing students' scientific literacy and comprehensive abilities.

Meanwhile, Peking University High School has also collaborated with the School of Earth and Space Engineering of Peking University, the School of Engineering of Peking University, and the School of Automation Science and Electrical Engineering of Beihang University, among others, to offer a wide range of integrated courses including amateur radio technology, the lunar exploration program, artificial intelligence - emotional robots, underwater robots, and unmanned aerial vehicles. These diverse courses not only broaden students' horizons but also allow them to fully experience the diversity and richness of their future professional choices.

The vertically integrated training model is not only popular among primary and secondary schools, but also highly anticipated by many universities. Huang Haijun, vice president of Beihang University, said, "We are very much looking forward to establishing closer cooperative relations with primary and secondary schools, jointly developing scientific education resources, sharing scientific research achievements, and promoting the renewal of scientific education content and the continuous innovation of teaching methods."

(3) Improve the evaluation and feedback mechanism

In the process of science education, evaluation and feedback are the most difficult and also the most easily overlooked link. Lu Qingqing, the principal of Capital Normal University High School, said. Correct and precise evaluation feedback plays an important guiding role in promoting the formation of students' scientific literacy. She believes that building a comprehensive evaluation system oriented towards scientific literacy can bring into play the guiding, diagnostic, regulatory and incentive functions of evaluation.

It is worth noting that the comprehensive evaluation system oriented towards scientific literacy focuses on promoting the all-round development of students' core literacy. This requires a transformation of the evaluation system. The focus of evaluation should shift from merely measuring students' declarative and procedural knowledge to assessing their advanced thinking skills, as well as their abilities to identify and solve problems. Lu Qingqing said that students' scientific literacy can be evaluated through scientific and technological innovation practice activities, competition activities, science extension classes, project-based research topics, and on-site real situation learning.

For instance, information-based assessment tools and big data technology can be utilized to evaluate and provide feedback on students' scientific literacy. Capital Normal University High School is currently assessing students' creative thinking in classroom Settings based on the assessment framework and tools for creative thinking in PISA2021." Lu Qingqing introduced that the PISA2021 Creative Thinking Assessment examines students' abilities to generate diverse ideas, creative ideas, evaluate and improve ideas from four content dimensions: written expression, visual expression, social knowledge creation and problem-solving, and scientific knowledge creation and problem-solving. This assessment model can evaluate students' scientific literacy and provide guidance for subsequent science education and teaching.

3. Shanghai Youth Science and Education Platform

The Shanghai Youth Science and Education Platform will be committed to popularizing and disseminating science and technology among teenagers and the general public, enhancing citizens' scientific literacy, and cultivating the next generation of scientific and technological innovation talents. The platform will carry forward innovation, expand and improve, be open and collaborative, inclusive and shared, precisely apply efforts and make comprehensive leaps. It will promote science and technology education, dissemination and popularization, continuously enhance the scientific literacy of the entire population, stimulate the enthusiasm and potential of mass entrepreneurship and innovation, and provide strong support for Shanghai to implement the innovation-driven development strategy and strive to improve the scientific literacy of young people.

(1) Creative course resource package

STEM Inquiry-based Science Experiment Course Creation: Based on the STEM education concept, it integrates the advanced PBL project-based teaching method from abroad, naturally combining the four disciplines of science, technology, engineering and mathematics to form a new whole. The course will be divided into five sections: scenario creation, brainstorming, hands-on practice, innovative exploration, and divergent thinking. It not only cultivates students' teamwork skills, enhances their creativity and critical thinking, but also encourages them to actively explore problems and apply the knowledge they have learned to real-life scenarios, enabling them to learn and master problem-solving techniques. Gradually, a set of his own thinking logic and learning methods was formed.

Online live science popularization and innovation courses Combining the "China Youth Science Literacy Cloud Course 40'", relying on the remote STEM cloud classroom, and leveraging the strength of experts from over a hundred academic societies, associations, and research societies in Shanghai, we will popularize STEM subject knowledge and provide guidance on STEM scientific research methods. We will also conduct online live-streaming course teaching, thereby broadening the scientific research ideas of science and technology instructors and primary and secondary school students. Provide scientific basis for conducting project research.

International Outstanding Course Creation Cases: Through the analysis of award-winning cases from international innovation competitions, the characteristics of discipline research, and the introduction of key research issues in the discipline, a clear picture is presented to students from generating innovative ideas to forming their own scientific and technological research achievements for the competition. Meanwhile, the course introduces an overview of the eight steps of STEM research, combining abstract methods and steps with practical cases. This enables students to master advanced research methods, grasp the essence of scientific research, enhance their innovative consciousness, and improve their innovative capabilities by integrating theory with practice.

(2) Information on popular science activities

This section offers a wide range of science and education information, popular science news, and related information on science and technology activities, which are updated in a timely manner to enable young people and science and technology workers to stay informed about the latest science and technology trends in the first place and not miss any exciting hot topics.

(3) Online system for science and technology innovation

STEM Comprehensive Literacy Assessment System: It assesses the test-takers' mastery of basic knowledge in various subjects, application of interdisciplinary knowledge, scientific research methods, and logical thinking abilities, etc. Against the backdrop of various disciplines, it reflects the test-takers' STEM comprehensive literacy from multiple perspectives and in a comprehensive way.

Youth Science and Technology Innovation Novelty Search System: You can search for relevant topics through elements such as keywords, competitions, and time, allowing your topics to soar high on the shoulders of giants!

Member Course Selection Management System: Provides basic member information, member grades, member attendance, and member courses

You can view information such as tutorial follow-up visits, and also make reservations and evaluations for courses. Enhance the efficiency of member management and achieve refined, process-oriented and automated management of members.

Distance education system: Breaking geographical restrictions, allowing students to share a variety of high-quality courses without leaving the campus, it broadens the scientific research ideas of a large number of science and technology instructors and primary and secondary school students, and provides scientific basis for conducting project research.

(4) Science and Technology innovation competition

This section provides information on over 30 comprehensive and specialized science and technology competitions in more than 10 countries from primary school to high school. It encompasses multiple aspects such as competition application, project cultivation, analysis of award-winning cases, introduction to the characteristics of discipline research and key research issues of the discipline. At the same time, a team of counseling experts is tailored for teenagers to provide targeted training for various competitions and exchange activities.

4. Shanghai "Microchip" Laboratory: Strengthening chip science Education for Teenagers

On April 23, 2023, the unveiling ceremony of the Shanghai Youth Science and Technology Innovation Talent Cultivation "Core" Program and the Changning District Youth "Micro Core" Science Education Laboratory (hereinafter referred to as the "Micro Core" Laboratory) was officially launched in Changning District. The "Micro Core" Laboratory will fully leverage its first-mover advantage and provide high-quality services to schools at all levels and of all types through the Shanghai Municipal Education Commission. Comprehensively integrate high-quality resources from schools, institutions, enterprises, etc., strictly select and cultivate "new talents", and join hands to create a new channel for talent cultivation, making contributions to achieving the goal of a talent power. As a "nursery" for cultivating "core" talents, the "Micro Core" laboratory should closely follow the basic requirements of the construction of the "Shanghai Silicon Lane" science and technology innovation street, comprehensively cultivate future innovative talents in Silicon Lane, and accumulate innovative potential for Changning District, Shanghai.

From the functional positioning of the "Microchip" laboratory: The "Microchip" laboratory mainly provides students with diverse and professional physical platforms. Relying on various scientific and technological innovation resources, it attracts students' attention to scientific research, helps students better understand and master the professional theories and basic skills involved in chip research, and fully taps and releases its huge potential in the field of scientific research. The "Microchip" laboratory, through the organic integration of theory and practice, the deep fusion of life and knowledge, and the effective integration of experimental innovation education and the education of the spirit of scientists, enables students to experience the entire process of chip design, production, testing and application, and be able to operate various high-precision and advanced equipment such as photolithography machines by themselves. It fills the current gap in chip science education for domestic teenagers Strive to break through the predicament of independently cultivating chip talents.

Since the 2022 academic year, relying on the research and industrial advantages of the Shanghai Institute of Microsystem and Information Technology of the Chinese Academy of Sciences, as well as the high-quality and balanced education in Changning and the development advantages of the new digital education ecosystem, the two sides have begun to jointly create multi-level and modular chip science courses. The course content integrates education on the spirit of scientists, basic knowledge teaching, and experimental innovation education, with themes ranging from materials to processes and then to applications. It runs through the entire industrial chain of chip design and manufacturing, with each link interlinked and forming its own system. From the very first step into the laboratory, students can truly experience the entire process of chip research, fully activating their desire for exploration and creativity. On April 16, 2023, the first chip designed and made by high school students from Changning who participated in the course training was born as scheduled in the laboratory. This is also the "No. 001" chip for middle school students in Shanghai.

5. Guangzhou Youth Science and Technology Museum: Enhancing Youth science Education through Museum and School Collaboration

In September 2022, the Guangzhou Science and Technology Development Center became one of the first demonstration and pilot units for the "Science Classes in Science and Technology Museums" program at the China Science and Technology Museum. In line with the national "Double Reduction" policy, it adheres to government leadership and relies on the exhibition and educational resources of its affiliated Guangzhou Youth Science and Technology Museum to deeply implement the principle of two-way interactive practice of "bringing in" and "going out".

(1) Adhere to government leadership, deepen the connotation, and consolidate the foundation for "bringing in"

The main approaches include: on the basis of conducting surveys on the needs of teenagers, holding regular and temporary exhibitions such as navigation science popularization exhibitions, science-themed exhibitions, and exhibitions of calligraphy, painting and photography works by academicians and experts. Integrate social resources and collaborate with technology innovation enterprises, public service venues, science popularization bases and other units and organizations to carry out a variety of rich and diverse science education activities in the museum, such as "I'm a Maker +" drone science popularization and flight experience activities, artificial intelligence experiences, and summer series activities of urban science and technology farms. Invite science and technology experts and science and technology instructors to the museum to give lectures on themes such as satellite technology, reptiles, and papermaking, interpreting the significance of scientific and technological development through a better life, and guiding teenagers to understand the world from a scientific perspective. Hold the "Science Experiment Show" challenge competition, set up children and teenagers' groups, incorporate performance forms such as stage plays, sketches, and stand-up comedy, and arrange and interpret classic scientific experiments around interesting scientific phenomena in life to vividly showcase cutting-edge scientific and technological achievements. Carry out the training and exchange activities for science teachers in model schools of "Science Classes in Science and Technology Museums" to enhance the scientific literacy of science teachers.

(2) Expand service models, share resources, and enhance the effectiveness of "going global"

In collaboration with the China Science and Technology Museum, the education department and the district government, we will gather, jointly build and share scientific education resources through multiple channels to enhance the effectiveness of "going global". Under the guidance and support of the China Science and Technology Museum, science education resources such as the "three Courses" of academician science and humanities are provided for the teachers and students of the demonstration schools in the pilot area, and theme science education activities such as the "I Ask Scientists Questions Collection Order" are carried out. In collaboration with the education department, we launched the "Academician and Expert Campus Tour" in Guangzhou, inviting outstanding scientific and technological workers to visit primary and secondary schools to provide science education services for teenagers, building a communication bridge between schools and academicians and experts, and enhancing the scientific research awareness and scientific quality of school teachers. Give full play to the role of the "Science Popularization caravan" and the "light cavalry" of science popularization, cooperate with science education activities such as the Science and Technology Festival of primary and secondary schools, transport and share science popularization exhibits, display boards and other science education resources, and carry out interactive experiences such as drones and artificial intelligence. Signed a cooperation agreement with the Education Bureau of Jiaoling County, established a long-term cooperation mechanism, and provided science popularization services to primary and secondary schools and teenagers in Jiaoling County. Cooperate with districts such as Conghua, Zengcheng, Huadu, Baiyun, Panyu, Nansha and Huangpu to jointly carry out public welfare science popularization activities of "Rural Children's Palaces".

(3) Adhere to the grand pattern of science popularization, take key points as the lead, and promote the construction of a science popularization ecosystem

Leverage the organizational advantages and popular science capabilities of the pilot units, taking the Guangzhou Youth Science and Technology Museum as the starting point, widely mobilize social resources, and through measures such as resource integration, collaborative cooperation, systematic linkage, and joint participation, promote the open sharing of science and technology and popular science resources in the Guangzhou area, enhance the overall popular science pattern, and promote the construction of a popular science ecological environment. Proposed by Academician Zhou Fulin, the "Guangzhou Science Popularization Open Day", a pioneering event in China, is led by the Office of the Guangzhou Science Popularization Work Interdepartmental Conference. It encourages national or provincial key laboratories, high-tech enterprises, project undertaking units of the Guangzhou Science Popularization Tour, and related science popularization resource units that meet the opening conditions to open the event for free to the public, including teenagers. It provides a broader platform and resources for the integration of museums and schools to carry out science education for teenagers.

6. Longhua District, Shenzhen City: The city has launched the "Three-Year Action Plan for Science Education in Primary and Secondary Schools of Longhua District, Shenzhen City (2024-2026)" for the first time.

In April 2024, Longhua District of Shenzhen City held a meeting on science education in primary and secondary schools, and the city released the "Three-Year Action Plan for Science Education in Primary and Secondary Schools of Longhua District, Shenzhen City (2024-2026)" for the first time.

As the first district-level three-year action plan for science education in primary and secondary schools in Shenzhen, Longhua District has proposed a number of innovative measures: by 2024, it will complete the 1:1 appointment of science vice principals in all primary and secondary schools in the district, and build an open, shared and innovative collaborative education mechanism for science. Formulate detailed rules for experimental teaching in primary and secondary schools in Longhua District and ensure a 100% participation rate in experimental teaching. By 2025, the framework and the first round of practice of the "Three Basics" curriculum within the district will be completed. Build a digital foundation for science education and form a framework for science learning resources that integrates both on-campus and off-campus, as well as online and offline. In 2026, relying on the Longhua Science Education Digital Base, the Shenzhen Science Popularization Credit System will be fully implemented throughout the district. In the national scientific literacy sampling survey and the national monitoring of the quality of science learning in compulsory education, primary and secondary school students in Longhua District have reached the leading level in Shenzhen.

The relevant person in charge of the Education Bureau of Longhua District stated that Longhua has always been making overall plans and arrangements for science education from a strategic perspective. It has been aligning with the national "Double Reduction" and "Strong Foundation Program" deployments, focusing on the fundamental task of fostering virtue and nurturing talent, promoting the organic connection between the main battlefield of science education in primary and secondary schools and the large social classroom, accelerating the construction of an education strong district, a science and technology innovation strong district, and a talent strong district, and striving to develop new quality productive forces. Cultivate new types of talents that can drive high-quality regional development and lay a solid foundation for comprehensively promoting high-quality development in Longhua.

7. The Tianjin Research Center for Science Education in Primary and Secondary Schools was established

The establishment meeting of the Tianjin Research Center for Science Education in Primary and Secondary Schools and the kick-off meeting for the first batch of national experimental zones and schools for science education in primary and secondary schools in Tianjin were held at the Tianjin Academy of Educational Sciences. Li Jianping, vice chairperson of the Tianjin Municipal Committee of the Chinese People's Political Consultative Conference and president of the Tianjin Institute of Education and Science, and Luo Jinfeng, member of the Party Group and vice chairperson of the Tianjin Association for Science and Technology, attended and delivered speeches. Qiao Sheng, vice president of the Tianjin Institute of Education and Science, presided over the meeting.

The meeting pointed out that strengthening science education in primary and secondary schools in the new era plays a crucial role in enhancing the scientific literacy of the entire population, building an education power, and achieving high-level self-reliance and self-strengthening in science and technology. The meeting emphasized that the newly established Science Education Research Center should effectively play its leading and service role, and make concerted efforts in improving the entire process of education and teaching, optimizing resource integration and sharing, strengthening the construction of the teaching staff, and doing a good job in social cooperation and reform connection, to do a good job in the addition of science education in the "double reduction" of education.

The meeting demanded that the first batch of experimental zones and schools should earnestly shoulder the responsibility of taking the lead in exploration, and take the lead in trials in areas and links such as the development of curriculum resources, the construction of the teaching staff, the transformation of teaching methods, the construction of venues and scenarios for educational evaluation reform, and the integration of social forces, to explore effective ways to implement scientific education and innovative models for talent cultivation. Build a development pattern that vertically connects primary, secondary and tertiary education and horizontally links within and outside schools, form typical experiences and innovative achievements that can be replicated and promoted, and create a "big science education" pattern with the participation of multiple entities in Tianjin.

Ii. The United States

(1) Support policies

The reform of science education in the United States originated during the Cold War between the United States and the Soviet Union in the 1950s. In 1957, the Soviet Union launched the first artificial earth satellite, which greatly stimulated the United States. In response to the growing threat to national security posed by the successful launch of artificial satellites by the Soviet Union, the United States began to attach great importance to cultivating top-notch military and scientific and technological talents, and initiated a large-scale science education reform characterized mainly by the modernization of science courses. In the 1980s, the United States gradually realized that insufficient science education had led to a severe shortage of scientific and technological talents. As a result, the focus of science education shifted to cultivating high-quality scientific and technological talents to enhance the country's competitiveness. In 1986, the National Science Board (NSB) of the United States proposed STEM education, which consists of science, technology, engineering and mathematics. As a result, the United States gradually formed a science education system centered on STEM. Entering the 21st century, the United States has stepped up its efforts to promote the strategic process of science education, elevating it to a national strategic level. Since 2013, a national strategic plan for science education has been formulated every five years to promote the strategic goals, implementation paths, and resource coordination of science education in the United States in a coordinated manner. So far, the United States has released two national science education strategic plans. The US Congress, federal government agencies and others have also successively introduced STEM-related bills and increased support for STEM projects, forming a policy system for science education in the United States.

(II) Funding System

The "Trinity" science education funding pattern in the United States

After years of exploration and practice, a "trinity" funding pattern has been formed in the field of science education in the United States, which is led by federal government agencies and supported by public charities and private foundations. First of all, funding from federal government agencies, such as the National Science Foundation (U.S., NSF) and the Department of Health and Human Services of the United States, HHS, the US Department of Education (ED), and others focus on the development of Science education curricula, basic scientific research in learning and teaching, creative technological application research, and motivating students in STEM (Science, Technology) throughout the entire education system at the national level. Research on the ways of continuous participation in the fields of Engineering, Mathematics, etc. In fiscal year 2022, 17 federal government agencies in the United States invested a total of 4.075 billion US dollars to support research and practice in STEM education in both formal and informal contexts. Secondly, the funding for science education provided by public charities, such as the National Academy of Sciences, Engineering and Medicine, the Challenger Space Science Center, the Tulsa Community Foundation, the Rhode Island Foundation, etc., while supporting scientific education research, It also provides support for informal science education in various regions (science centers, science museums, public libraries, parks, community organizations) and formal science education in the education system (primary and secondary schools and colleges). The annual report released by the Pittsburgh Financial Services Group indicates that in 2021, American charities received a total of 484.85 billion US dollars in donations, of which 70.79 billion US dollars (accounting for approximately 14% overall) were invested in the education sector with a focus on science education, second only to the funding provided to religious organizations. Finally, private foundations represented by the Gates and Melinda Gates Foundation, the Wharton Family Foundation, and the Carnegie Corporation mainly provide funding for teachers, curriculum reform, and learning and teaching supported by new technologies, exerting a significant influence on science education policies and teaching practices in the basic education stage in the United States. As the primary recipients of funding, private foundations provide an average of nearly 350 billion US dollars annually for science education.

In addition, these institutions and departments also jointly support national-level science education programs. In early December 2022, the U.S. Department of Education officially launched the "Raising Standards: STEM Excellence Program for All Students", planning to collaborate with over 90 federal government agencies, professional organizations, commercial institutions, charities, and other stakeholders, and invest nearly 120 billion U.S. dollars to support STEM learning for students in the basic education stage. Under this unprecedented generous funding, the U.S. Department of Education hopes to prioritize the following three major goals in building a good educational ecosystem: (1) Ensuring that all students achieve excellent results in STEM learning during the K-12 stage; (2) Cultivate and support STEM educators and workers to devote themselves to and engage in STEM education for a long time; (3) Utilize The "American Rescue Plan" and other federal government, state and local funds to strategically provide support for STEM education.

2. The funding layout of the US federal government for science education

To accelerate the cultivation of innovative talents in the field of science and technology, the United States has been formulating a national-level STEM education strategic plan every five years since 2013 and has made it the top priority of the government's education work. In March 2023, the White House of the United States organized six online hearings on the third five-year strategic plan for STEM education, officially listing strengthening research and innovation capabilities in STEM education and building an American STEM ecosystem as important themes of the STEM education strategy for 2023-2028. To support the implementation of the national strategic plan for STEM education, the US federal government has established a system led by the Office of Science and Technology Policy (OSTP) of the White House and with the National Science and Technology Council (N

United States

3. NSF’s Funding Plans for Science Education

(1) Overall Planning for NSF’s Education Research Funding

• Cultivating the next generation of STEM professionals and attracting and retaining more Americans in STEM-related careers;
• Building a robust STEM research community to conduct rigorous research and evaluation, integrating findings into STEM education practice to drive excellence;
• Enhancing all Americans’ technical, scientific, and data literacy to enable responsible citizenship in a technology-driven society;
• Promoting broader participation and reducing achievement gaps across all STEM fields.

• Equity for Excellence in STEM (EES): Focuses on expanding learning opportunities for underrepresented groups in STEM and increasing their representation in the STEM workforce.
• Graduate Education (DGE): Drives high-quality, innovative, and inclusive graduate education to support U.S. citizens and permanent residents in becoming top scientists and engineers.
• Research on Learning in Formal and Informal Settings (DRL): Promotes innovative research, development, and evaluation of STEM learning and teaching in K-12 education, encouraging participation from NSF’s interdisciplinary experts (scientists, engineers, educators) to advance STEM education in formal and informal contexts.
• Undergraduate Education (DUE): Supports student success in undergraduate STEM education by strengthening STEM education at two-year and four-year institutions through curriculum improvements, teaching enhancements, lab upgrades, infrastructure development, assessment reforms, and promotion of diversity among students and faculty.

(2) NSF’s Overall Funding Plans for Science Education

(III) Professional Courses

1. Curriculum Structure

(1) General Education Courses: Building Foundational Skills and Broadening Perspectives

(2) Subject-Specific Courses: Covering Four Domains with an Emphasis on Integration

(3) Teacher Education Courses: Emphasizing Practical Teaching and Progressive Learning

• Progressive development: Practice duration and complexity increase over time, gradually approximating real teaching contexts—starting with classroom observations and reflections, then progressing to field teaching.
• Prerequisite requirements: Students must complete specific courses before student teaching. For example, Eastern Michigan University requires completion of Human Development and Learning and Elementary Curriculum and Methods, plus participation in an initial teacher preparation program, before beginning field placements.

2. Curriculum Content

(1) Focus on Core Disciplinary Concepts and Prerequisite Courses

• Vertical (disciplinary): e.g., Preservice Teacher Genetics requires prior completion of a biology course.
• Interdisciplinary: e.g., Nature of Science for Elementary Teachers requires a C or higher in prerequisites like Introduction to Biology and Exploring the Universe.

(2) Emphasizing the Nature of Science to Enhance Scientific Literacy

(3) Highlighting Real-Life Issues and Building Scientific Identity

• Socially oriented themes: e.g., Eastern Michigan University’s Introduction to Biology for Non-Majors teaches core life concepts, enabling students to critically evaluate news and media on technology, health, and the environment for informed decision-making.
• Everyday materials as teaching tools: e.g., Grand Valley State University provides STEM kits for use in K-6 science classes. Using items like paper cups, string, toothpicks, water, pins, glue, and decorative materials (feathers, pom-poms), students can teach children to explore sound production and vibration principles.

3. Teaching Methods

(1) Guided, Student-Centered Constructivism

(2) Laboratory and Field-Based Practical Learning

Germany

(I) Government Initiatives

1. National Science Education Strategies

• MINT Collaboration: Incentivizing partnerships between extracurricular activities and schools.
• MINT Quality: Supporting educators to deliver high-quality MINT education and building professional networks.
• MINT Families: Engaging parents to encourage children to pursue MINT training or degrees.
• MINT Research: Promoting practice-oriented research to strengthen MINT education in schools and creative learning spaces.
• Early MINT Education: Supporting preschools, primary schools, and after-school programs in delivering MINT education.

2. Unified Science Education Standards

• Subject knowledge
• Knowledge acquisition
• Communication skills
• Critical thinking

3. Science Competitions and Programs

(1) Science Competitions

(2) “Little Researchers’ House” Program

4. Strengthening Teacher Training