A Case study of teachers’ pedagogical content knowledge in the implementation of integrated STEM education

  • Loh Su Ling Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia
  • Vincent Pang Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia
  • Denis Lajium Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia
Keywords: STEM education, Pedagogical Content Knowledge, Case Study, Integrated STEM education

Abstract

Integrated approach in learning STEM education promotes critical thinking, collaboration and creativity and have the advantage in making STEM subjects more relevant, increasing the motivation in learning and improving students’ achievement and perseverance.  The role of the teacher is crucial in integrating the STEM concepts and skills, instructions as well as managing the students.   However, many educators may not be familiar with the teaching and learning of integrated STEM as an approach as most they were trained in one or two STEM disciplines.  This paper presents a qualitative case study that evaluates the context of the implementation of integrated STEM education focusing on teachers’ pedagogical content knowledge (PCK). This study reveals that there is a lack of PCK among the teachers in implementing integrated STEM education as an approach in teaching and learning.  The findings of this study provide a starting point for a better understanding of the needs in integrated STEM education among the teachers here and guide the selection of intervention in the implementation of STEM education.  Teachers’ professional development programs and collaboration with STEM community of practice may facilitate teachers to acquire the STEM education PCK.

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Published
2020-06-25
How to Cite
Su Ling, L., Pang, V., & Lajium, D. (2020). A Case study of teachers’ pedagogical content knowledge in the implementation of integrated STEM education. Jurnal Pendidikan Sains Dan Matematik Malaysia, 10(1), 49-64. Retrieved from https://ejournal.upsi.edu.my/index.php/JPSMM/article/view/2657