Comparing STEM Education in the United States and Mainland China

Abstract

Science, Technology, Engineering, and Mathematics (STEM) education is well-known as one of the most significant issues in both China and the United States. It makes almost no difference whether a school is public or private; both the administration and the curriculum place a high value on the objective of enhancing the efficiency of STEM course delivery methods and ensuring that these approaches are appropriate for the course orientation. However, since China and the United States have distinct educational systems, the sorts of lessons accessible to pupils in each country will be significantly different. Based on the dispute over STEM education in these two countries, this review article compares STEM education in the United States and China in terms of curriculum origin, curriculum development, and the goal of STEM education in both countries. The challenges that currently exist in STEM education delivery are also explored. The main findings of this article are: STEM courses are still in the development stage in the US and China; The aim for STEM teaching is different from the US and China; The Method for Teaching STEM courses is different from the US and Mainland China. Meanwhile, teaching and assessment approaches are being proposed as a response to these ongoing difficulties in academia and the education industry. Therefore, this article can provide contributions to inspiring future STEM Education in both U.S. and mainland China.