This study used a systematic review and meta-analysis as a method to investigate whether STEM enactment in Asia effectively enhances students’ learning outcomes. Verifiable examples of science, technology, engineering, and mathematics (STEM) education, effectively being applied in Asia, are presented in this study. The study involved 4768 students from 54 studies. Learning outcomes focused on the students’ academic learning achievement, higher-order thinking skills (HOTS), and motivation. The analysis results of effect sizes showed that the STEM enactments in Asia were effective at a moderate level (0.69 [0.58, 0.81 of 95% CI]) of improving students’ learning outcomes. Sequentially, the effectiveness of STEM enactment starts from students’ higher-order thinking skills, moves to students’ academic learning achievement, and ends with the motivation. In addition, STEM enactments in Asia were carried out with several variations where STEM integrated with project-based learning was preferred. The recommendations of this study include a combination of the learning approach, learning orientation, and duration of instruction, all of which contribute to the STEM enactment effectiveness and maximize results in STEM education. Some practical implications, such as the central role of the teacher during the STEM enactment, are extensively discussed. This study supports that STEM education is a universally crucial tool which effectively prepares students from various national and cultural backgrounds, across Asia, toward improved learning outcomes.

While men had higher overall research productivity, women had equivalent or higher mid-career research output, suggesting that early-career considerations unique to women should be taken into account during appointment and promotion in academic anaesthesiology. While disparities in gender representation among anaesthesiologists have also been noted in Europe, further study as to whether these differences also extend to research productivity and academic promotion outside of the US would be of interest.

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This study focuses on assessing the growth of the latest developments of science, technology, engineering, and mathematics (STEM) as part of an effort to maintain the progress of STEM education. Assessment is necessary for every educational activity, including in the field of STEM education. However, there are limited comprehensive reports on the progress and development of STEM education inside individual Asian countries. An attempt to bring up the sustainable development of STEM education is conducted by using an exhaustive assessment. The assessment, within this study, includes three domains, namely attitudes, knowledge, and applications (AKA) regarding STEM education. The comparison of these three domains based on demographic data, teachers’ difficulties perception, and its contribution to the sustainable development of STEM education is, likewise, discussed. This type of research is a mix of both qualitative and quantitative research methodology. The quantitative analysis method was performed to address the level position and the comparative value of the three domains. In comparison, the qualitative analysis method was employed to strengthen the quantitative result analysis, as well as to deal with the teachers’ perception. Results show that science teachers have a very good attitude, a moderate-level category in the application, and a low-level category in knowledge regarding STEM education. Further, there are differences in knowledge and the application of STEM education, based on educational background and teaching experience of the teachers, yet there are no differences regarding teachers’ attitudes. Other components are discussed in detail, such as the teacher’s perception of STEM teaching difficulties. Providing challenges and opportunities for improving the quality of education in the future are discoursed. The results of this study suggest that knowledge and attitudes are fundamental domains for the proper implementation, as well as sustainability, of STEM education (especially in Indonesia).

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The interrelationship between senior high school students' science achievement (SA) and their self-confidence and interest in science (SCIS) was explored with a representative sample of approximately 1,044 11th-grade students from 30 classes attending four high schools throughout Taiwan. Statistical analyses indicated that a statistically significant correlation existed between students' SA and their SCIS with a moderate effect size; the correlation is even higher with almost large effect sizes for a subsample of higher-SCIS and lower-SCIS students. Results of t-test analysis also revealed that there were significant mean differences in students' SA and their knowledge (including physics, chemistry, biology, and earth sciences subscales) and reasoning skill subtests scores between higher-SCIS and lower-SCIS students, with generally large effect sizes. Stepwise regression analyses on higher-SCIS and lower-SCIS students also suggested that both students' SCIS subscales significantly explain the variance of their SA, knowledge, and reasoning ability with large effect sizes.

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This study was based on the framework of the ''conflict map'' to facilitate student conceptual learning about causes of the seasons. Instruction guided by the conflict map emphasizes not only the use of discrepant events, but also the resolution of conflict between students' alternative conceptions and scientific conceptions, using critical events or explanations and relevant perceptions and conceptions that explicate the scientific conceptions. Two ninth grade science classes in Taiwan participated in this quasi-experimental study in which one class was assigned to a traditional teaching group and the other class was assigned to a conflict map instruction treatment. Students' ideas were gathered through three interviews: the first was conducted 1 week after the instruction; the second 2 months afterward; and the third at 8 months after the treatment. Through an analysis of students' interview responses, it was revealed that many students, even after instruction, had a common alternative conception that seasons were determined by the earth's distance to the sun. However, the instruction guided by the framework of the conflict map was shown to be a potential way of changing the alternative conception and acquiring scientific understandings, especially in light of long-term observations. A detailed analysis of students' ideas across the interviews also strongly suggests that researchers as well as practicing teachers need to pay particular attention to those students who can simply recall the scientific fact without deep thinking, as these students may learn science through rote memorization and soon regress to alternative conceptions after science instruction. ß