History Education in a STEM-Favored Environment Adaptation Strategies for Secondary Teachers

Xuke Qian

doi:10.47297/wspiedWSP2516-250032.20250902

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History Education in a STEM-Favored Environment Adaptation Strategies for Secondary Teachers

9卷第2期

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History Education in a STEM-Favored Environment Adaptation Strategies for Secondary Teachers
History Education in a STEM-Favored Environment Adaptation Strategies for Secondary Teachers
Zhejiang Normal University, Jinhua Zhejiang, 321000
2025年9卷第2期页码：142-147
纸质出版日期：2025-02-19
DOI：10.47297/wspiedWSP2516-250032.20250902
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History Education in a STEM-Favored Environment Adaptation Strategies for Secondary Teachers[J]. 国际教育与发展（英文版）, 2025,9(2):142-147.

Qian Xuke.History Education in a STEM-Favored Environment Adaptation Strategies for Secondary Teachers[J].Journal of International Education and Development,2025,09(02):142-147.
History Education in a STEM-Favored Environment Adaptation Strategies for Secondary Teachers[J]. 国际教育与发展（英文版）, 2025,9(2):142-147. DOI： 10.47297/wspiedWSP2516-250032.20250902.

Qian Xuke.History Education in a STEM-Favored Environment Adaptation Strategies for Secondary Teachers[J].Journal of International Education and Development,2025,09(02):142-147. DOI： 10.47297/wspiedWSP2516-250032.20250902.

摘要

Abstract

The integration of history education within a STEM-focused curriculum has been a subject of debate in educational circles. This dissertation explores the status and importance of history education in secondary schools where there is a pronounced emphasis on STEM disciplines. Through a mixed-methods approach

the study investigates the perceptions of educators

students

and policymakers regarding the value of history education. The findings reveal a significant disparity between the perceived importance of history and the actual time and resources allocated to its teaching. The study identifies several challenges and opportunities for integrating history education more effectively within a STEM-oriented educational framework. The implications of these findings are discussed in relation to curriculum development

teacher training

and educational policy. The dissertation concludes with recommendations for a more balanced approach to education that recognizes the complementary roles of history and STEM disciplines in fostering well-rounded

informed citizens.

关键词

Keywords

references

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