Quality Education Fund Thematic Networks - Tertiary Institutes (QTN-T)
This programme is the continuation of the University-School Support Programmes financed by the Education Development Fund. With the experience in research-based pedagogy and classroom practices, the tertiary institutes will provide schools with diversified professional support services to cater for different schools’ development needs.Self-directed Learning as a Strategy to Promote STEM Education (2022/23)
- STEAM Education
- Co-ordinator : e-Learning Development Laboratory, Department of Electrical and Electronic Engineering, The University of Hong Kong
To support participating schools in strategic planning and implementation of STEM-related lessons and curriculum using a whole-school approach; To strengthen curriculum leadership, foster collaboration across STEM-related KLAs/subjects such as Mathematics Education, Science Education/General Studies and Technology Education; To enhance teachers’ professional capacity in adopting self-directed learning (SDL) as a strategy to promote STEM education; To strengthen students’ ability to integrate and apply knowledge and skills across different subject disciplines to unleash their innovation, and to help them develop positive values; To provide professional recommendations and technical solutions in field of STEM including electronics and robotics.
STEM Education with Self-directed Learning and Progressive Development in Problem-solving (2022/23)
- STEAM Education
- Co-ordinator : Department of Science and Environmental Studies, The Education University of Hong Kong
To develop secondary and primary school teachers’ professional capacity to promote STEM education with a stronger linkage to the subject curricula, and enhance the integration across STEM-related disciplines, using SDL as one of the major approaches; To identify the components appropriate for students’ progressive development of knowledge and problem-solving skills in STEM education across different KS or grade levels.
Integrated Self-directed Learning Approach to School-based STEM Development (In-STEM) (2022/23)
- STEAM Education
- Co-ordinator : Centre for Information Technology in Education (CITE), Faculty of Education, The University of Hong Kong
This project aims to provide support to teachers to enhance their capacity to integrate self-directed learning (SDL) into STEM education, develop and implement school-based STEM curriculum, and assess effectively students’ learning outcomes so that students are facilitated to integrate and apply the knowledge and skills across different STEM disciplines, and develop entrepreneurial spirit, SDL and 21st century skills through scientific investigation and creative engineering design. The project targets at upper primary (P.4–6) and lower secondary (S.1–3) school students and develops multilevel school leadership networks so as to foster sustainable development of STEM education in participating schools.
Self-directed Learning as a Strategy to Promote STEM Education (2021/22)
- STEAM Education
- Co-ordinator : e-Learning Development Laboratory, Department of Electrical and Electronic Engineering, The University of Hong Kong
To support the participating schools in strategic planning and implementation of STEM-related lessons and curriculum using a whole-school approach;
To strengthen curriculum leadership, foster collaboration across STEM-related KLAs / subjects such as Mathematics, Science / General Studies and Technology Education;
To enhance teachers’ professional capacity to adopt self-directed learning as a strategy to promote STEM education; and
To strengthen students’ ability to integrate and apply knowledge and skills across different subject disciplines to unleash their innovation, and to help them develop positive values.
Self-directed Learning and Curriculum-oriented STEM Education with Progressive Components (2021/22)
- STEAM Education
- Co-ordinator : Department of Science and Environmental Studies, The Education University of Hong Kong
The project aims to develop primary and secondary school teachers’ professional capacity to promote STEM education with a stronger linkage to the subject curricula, and enhance the integration across STEM-related disciplines, using self-directed learning as one of the major approaches.