EXCLUSIVE INTERVIEW • 人物專訪 39 2025 UMAGAZINE 31 • 澳大新語 than replacing individual disciplines, it aims to achieve broader educational goals—for example, equipping students to solve interdisciplinary problems that transcend the boundaries of single subjects.’ In today’s education landscape, interdisciplinary learning is increasingly common. Prof Liu uses the 3D interactive exhibits of the Ruins of St. Paul’s at the Macao Science Center as an example. The exhibits, created by a secondary school student, integrate knowledge from architecture, computer science, history, and art. They show how breaking traditional subject boundaries helps students redefine their learning identities while enhancing confidence and motivation. Prof Liu believes that STEM education should work as an ecosystem and reach beyond schools to include communities, industries, businesses, NGOs, museums, and more. He explains, ‘The real world is inherently interdisciplinary. If STEM education reflects the realities of society, students gain a deeper understanding of how science, technology, and society interact. This not only inspires greater interest and competence in STEM-related careers, but also unleashes students’ creativity.’ Macao’s Great Potential in Science Education Serving as the director of the Educational Testing and Assessment Research Centre holds profound significance for Prof Liu. The centre’s mission is to conduct large-scale educational measurement and evaluation studies in Macao, the Greater Bay Area, China, and internationally, with the goal of supporting the development of basic education in Macao and enhancing its overall education quality. Prof Liu explains, ‘One of our key responsibilities is to study and implement international assessment programmes such as PISA (Programme for International Student Assessment), TIMSS (Trends in International Mathematics and Science Study), and PIRLS (Progress in International Reading Literacy Study), which are also my research areas. I look forward to putting my research findings into practice. For me, this role is both a responsibility and an honour.’ Prof Liu continues, ‘Macao has a unique K to 12 education system. Most schools are private, affiliated with associations or religious institutions, with only a few public schools. There is no unified curriculum, standardised textbooks, or centralised exams at any stage of basic education. Schools and teachers ‘Benjamin has been the most influential figure in my academic research. In science education research, using more scientific measurement methods is essential,’ says Prof Liu. Guided by this philosophy, he has authored and edited 14 academic books, including three focused specifically on the Rasch model. He also serves as the editor of two science education journals and has published nearly 100 journal articles, which are instrumental in advancing the application of the Rasch model. The Goals of Interdisciplinary Education Prof Liu’s science education research spans a wide range of disciplines, including chemistry, physics, biology, earth sciences, and STEM education. In recent years, STEM education, which integrates science, technology, engineering, and mathematics, has received growing attention. Prof Liu’s work primarily focuses on quantitative research in STEM, exploring assessment methods, students’ comprehension of interdisciplinary learning, and the measurement and development of STEM identities among teachers and students. Prof Liu notes, ‘According to the Curriculum Guidelines for Integrated and Applied Skills Education (Revised) issued by the Education and Youth Development Bureau of Macao, schools should allocate at least ten per cent of instructional time to integrated and applied skills learning, that is, STEM education. This approach enhances traditional subject-based teaching. Rather 柳秀峰教授出席PISA指導委員會會議 Prof Liu attends a PISA Governing Board meeting
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