Flipped Learning Model: An Effective Approach to Primary School STEM Education

Abstract

As early as 1986, the US National Science Board published Undergraduate Science, Mathematics, and Engineering Education, which is regarded as the initiation of STEM education (NSB, 1986). In October 2005, the National Academy of Science, National Academy of Engineering, Institute of Medicine, and National Research Center jointly submitted to the Congress of the United States Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future, a report that put forward relevant recommendations to promote STEM education (Bybee, 2010). In October 2007, the US National Science Board issued A National Action Plan for Addressing the Critical Needs of the US Science, Technology, Engineering, and Mathematics Education System, proposing to expand STEM education from colleges to primary and secondary schools (NSB, 2007). In 2009, former President of the United States, Barack Obama, emphasized the need for the nation to prioritize the development of STEM education. Since then, the US federal government has heavily invested in STEM education research across all levels, from kindergarten through higher education. Educational communities in other countries have also begun researching and implementing STEM education practices. Numerous studies and extensive practice have demonstrated the potential of STEM education in promoting students’ cognitive development, enhancing their critical thinking, problem-solving, and creativity skills, as well as improving their emotional and spiritual well-being.