STEM curriculum, which is gaining popularity in science and technology museums in China, finds its origin in USA, while STEM curriculum is taught principally in schools there. Currently theories and practices guiding STEM curriculum are still lacking both at home and abroad, and a majority of STEM projects in science and technology museums in China are imported from foreign counterparts, the home-made and developed exhibits are rarely seen. The so-called “universally applied” cases make people question and doubt the necessity of STEM curriculum in science and technology museums. As a matter of fact, the overwhelming number of exhibits in science and technology museums is a result of a mixture among diverse disciplines, rich both in content and fun. You can find yourselves engaged into mutual help and enlightened in real situations through real experiencing, which enables it to conjure up group constructivism. The paper firstly analyzes the background of the birth of STEM curriculum and its educational functions, secondly delves theoretically into STEM curriculum in science and technology museums by utilizing constructivism education philosophy; and thirdly expounds on the good practices adopted by science and technology museums to conduct STEM curriculum by taking Shanghai Science and Technology Museum as a study case.

museum education  /  STEM curriculum education  /  constructivism  /  science and technology STEM curriculum theory  /  cooperation between museum and school