Purpose The first indication that traditional lecture-style teaching is not very effective was provided by Dr Donald Bligh in the 1980s and 1990s. As empirical evidence about this fact has continued to accumulate, science, technology, engineering, and math (STEM) education in the USA has undergone a significant change in emphasis away from lecture-based approaches in favor of systems emphasizing more interactive learning. The paper aims to discuss this issue. Design/methodology/approach A wide range of experimental research has employed the principles of scientific teaching to investigate the efficacy of an ever widening range of pedagogical methods. For STEM education, the most successful of these has been active learning. Findings At its core, active learning is a redesign of in-class activities to maximize interactivity and feedback through facilitated problem-solving environments. Although the efficacies of both scientific teaching and active learning have been verified in a wide range of empirical works, the dissemination of these platforms, in general, teaching has been slow, even in the USA. Research limitations/implications The first significant impediment has been an overall lack of awareness coupled with general skepticism about alternative learning methods. Practical implications This paper first reviews the education literature behind scientific teaching and active learning before reviewing some of the challenges to their implementation on an institutional level. Social implications These challenges and known solutions are then applied to the European and East Asian contexts to examine why scientific teaching and active learning remain predominantly an American phenomenon. Originality/value For East Asian countries, the authors offer a commentary on how certain aspects of Confucian classroom culture may interact negatively with efforts to install scientific teaching and active learning systems.

中文翻译：

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美国在STEM教育改革方面的经验及其对亚洲的启示。

目的Donald Bligh博士在1980年代和1990年代首次提出了传统的讲课式教学效果不是很好的提示。随着关于这一事实的经验证据的不断积累，美国的科学，技术，工程和数学（STEM）教育已经发生了重大变化，重点从基于演讲的方法转向支持强调交互性学习的系统。本文旨在讨论这个问题。设计/方法论/方法广泛的实验研究已经采用科学教学的原理来研究不断扩大的教学方法的功效。对于STEM教育，其中最成功的是主动学习。调查结果的核心 主动学习是对课堂活动的重新设计，旨在通过便利的问题解决环境最大化交互性和反馈。尽管在广泛的经验研究中都证实了科学教学和主动学习的功效，但这些平台的传播总体而言，即使在美国，教学也很缓慢。研究的局限性/意义第一个重大障碍是人们总体上缺乏意识以及对替代学习方法的普遍怀疑。实际意义本文首先回顾了科学教学和主动学习背后的教育文献，然后回顾了在机构层面实施教育方面的一些挑战。社会意义然后将这些挑战和已知的解决方案应用于欧洲和东亚地区，以检验为什么科学教学和主动学习仍主要是美国现象。独创性/价值对于东亚国家，作者对儒家课堂文化的某些方面如何与安装科学教学和主动学习系统的努力产生负面影响进行了评论。