ABSTRACT
In response to the global trend of Science, Technology, Engineering, and Mathematics (STEM) education, the government of Hong Kong has put forward the policy of promoting STEM education in both primary and secondary school curriculum. The promotion of STEM education is different from other curriculum reforms as it does not stipulate the teaching and learning of content but provides strategies and resources to support school-based STEM initiatives. Similar to other reforms, the success of the development of a school-based curriculum relies on both contextual and individual factors. In an Asian context, the limitation is often amplified by the competitiveness of the education system and the limitation of time and resources. Using a case study, we attempt to contribute to the discourse about STEM education in Asia by exploring the contextual and personal aspects of the development of a school-based STEM curriculum.
