Proceedings of the 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022)

Integrate STEM Education into Biology Teaching

Authors
Yuanli Zhou1, *
1College of Life Sciences, Shanghai Normal University, Shanghai, Shanghai 200235, China
*Corresponding author. Email: s1139197@s.eduhk.hk
Corresponding Author
Yuanli Zhou
Available Online 11 July 2022.
DOI
10.2991/assehr.k.220704.066How to use a DOI?
Keywords
STEM education; Science teaching; Biology teaching
Abstract

As an interdisciplinary education, STEM emphasizes the authenticity of the teaching context and requires secondary school teachers to conduct teaching activities in a real-world context. Secondary school biology teachers can develop students’ comprehensive abilities such as critical thinking, problem-solving ability and innovation ability by carrying out teaching activities based on STEM education concepts. This paper explores the development of integrating STEM education with biology teaching in schools in China. Many examples of STEM teaching that can be used in targeted biology teaching are given.

Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article distributed under the CC BY-NC 4.0 license.

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Volume Title
Proceedings of the 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
11 July 2022
ISBN
978-94-6239-589-3
ISSN
2352-5398
DOI
10.2991/assehr.k.220704.066How to use a DOI?
Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article distributed under the CC BY-NC 4.0 license.

Cite this article

TY  - CONF
AU  - Yuanli Zhou
PY  - 2022
DA  - 2022/07/11
TI  - Integrate STEM Education into Biology Teaching
BT  - Proceedings of the 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022)
PB  - Atlantis Press
SP  - 357
EP  - 360
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220704.066
DO  - 10.2991/assehr.k.220704.066
ID  - Zhou2022
ER  -