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AAAS programs conduct educational research and development, provide resources for the classroom and other science learning settings and offer professional development for teachers. The Management Team for Education, Culture and Science (MT-OCW, Dutch abbreviation) forms the civil leadership of the Ministry. The MT-OCW is responsible for policy-making, which is then immediately implemented by other divisions of the Ministry. In addition, the team lends support to the Minister and State Secretary in governing the organisation and advises the Minister on matters of national policy. The Secretary-General is at the head of the MT-OCW, which also includes the Deputy Secretary-General, the four Director-Generals and the Inspector-General of Education.

Under the Inspiring STEM Literacy measure of the National Innovation and Science Agenda, the Government is investing $14 million to promote positive learning experiences for children aged three to five years. This will include the development of early learning STEM resources and training for educators, as well as more opportunities for families and children to take part in fun and exciting STEM activities.

This strand focuses on students’ understanding of science as a way of knowing. Scientific knowledge is a particular kind of knowledge with its own sources, justifications, and uncertainties. Students who understand scientific knowledge recognize that predictions or explanations can be revised on the basis of seeing new evidence or developing a new model.

Asia-Pacific Science Education (APSE) publishes papers examining on-going educational issues associated with science learning and teaching in the Asia-Pacific region as well as research involving Asian students and teacher populations in other areas of the world. APSE seeks to provide researchers in the Asia-Pacific region with a central channel for disseminating research in local contexts about issues in science education to both science educators in the geographical region and researchers in the extended international community. APSE is unique in that our journal focuses on the publication of scholarly articles examining issues related to science teaching and learning in Asia as well as articles that address the issues facing science teachers and science learners who are members of the Asian Diaspora. As a result, we expect the scholarly works published in APSE will encompass diverse topics of interest that will be significant for a wide readership.

U.S. schools in recent years have been swept up in a widespread push to enhance STEM education, and never has the importance of scientific discoveries to everyday people been clearer than it is today Yet despite polls indicating that most Americans buy into STEM’s societal benefits, few Americans are confident about the quality of STEM education in the country’s K-12 schools, with 75 percent of respondents in a 2015 Pew survey of scientists attributing the public’s limited knowledge about science to schools’ underinvestment in such education. But even when educational opportunities exist, many children shun them because they don’t think they’re smart enough In particular, some studies have suggested that demographic stereotypes—the belief, particularly in affluent communities, that STEM-related jobs aren’t for women, for example, or the message perpetuated among low-income students of color that caring about academics isn’t masculine—discourage kids from pursuing those fields.