A Case study of teachers’ pedagogical content knowledge in the implementation of integrated STEM education
DOI:
https://doi.org/10.37134/jpsmm.vol10.1.6.2020Keywords:
STEM education, Pedagogical Content Knowledge, Case Study, Integrated STEM educationAbstract
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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References
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https://doi.org/10.1186/s40594-016-0040-5
Stohlmann, M., Moore, T., & Roehrig, G. (2012). Considerations for Teaching Integrated STEM Education. Journal of Pre-College Engineering Education Research, 2(1), 28–34.
https://doi.org/10.5703/1288284314653
Truesdell, P. (2014). Engineering Essentials for STEM Instruction. VA, USA: ASCD.
Xie, Y., Fang, M., & Shauman, K. (2015). STEM Education. Annual Review of Sociology, 41(1), 331–357.
https://doi.org/10.1146/annurev-soc-071312-145659
Yoder, S., Bodary, S., & Johnson, C. C. (2016). Effective program characteristics, start-up, and advocacy for STEM.
In C. C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM Road Map. A Framework for Integrated STEM Education (pp. 211–237). New York, NY, USA: Routledge.
https://doi.org/10.1080/13540602.2012.629838
Ball, D. L., Thames, M. H., Phelps, G., & Ball, D. L. (2008). What Makes It Special ? Journal of Teacher Education, 59, 389–407.
https://doi.org/10.1177/0022487108324554
Benuzzi, S., Golez, F., Grace, L., Hamm, D., & Straits, W. (2015). Continuum for Integrating STEM in Teacher Preparation and Induction.
Bissaker, K. (2014). Transforming STEM Education in an Innovative Australian School: The Role of Teachers’ and Academics’ Professional Partnerships. Theory into Practice, 53(1), 55.
https://doi.org/10.1080/00405841.2014.862124
Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Quality Research Journal, 9(2), 27–40.
https://doi.org/10.3316/qrj0902027
Burrows, A., Lockwood, M., Borowczak, M., Janak, E., & Barber, B. (2018). Integrated STEM: Focus on Informal Education and Community Collaboration through Engineering. Education Sciences, 8(1), 4.
https://doi.org/10.3390/educsci8010004
Cambell, Coral & Jobling, W. (2014). STEM Education: Authentic Projects Which Embrace an Integrated Approach. Australasian Journal of Technology Education, 1, 29–38.
Custer, R. L., & Daugherty, J. L. (2009). The Nature and Status of STEM Professional Development : Effective Practices for Secondary Level Engineering Education In Engineering and. Logan,Utah, United States: National Center for Engineering and Technology Education.
Daugherty, J. L. (2008). Engineering-Oriented Professional Development for Secondary Level Teachers : A Multiple Case Study Analysis. Utah State University.
Dickerson, D. L., Cantu, D. V., Hathcock, S. J., McConnell, W. J., & Levin, D. R. (2016). Instrumental STEM (iSTEM): An Integrated STEM Instructional Model. In J. Annetta, L.A. & Minogue (Ed.), Connecting Science and Engineering Education Practices in Meaningful Ways (pp. 139–167).
https://doi.org/10.1007/978-3-319-16399-4
Erdogan, N., & Bozeman, T. D. (2015). Models of project-based learning for the 21st century. In A. Sahin (Ed.), A Practice-Based Model of STEM Teaching (pp. 31–42). Rotterdam, Netherlands: Sense Publisher.
Grossman, P. . (1990). The Making of a Teacher: Teacher Knowledge and Teacher Education. New York, NY, USA: Teachers College Press.
Guzey, S. S., & Moore, T. J. (2015). Assessment of Curricular Materials for Integrated STEM Education (RTP, Strand 4). ASEE Annual Conference & Exposition, 12590.
Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of Teachers ’ Mathematical Knowledge for Teaching on Student Achievement. American Educational Research Journal, 42(2), 371–406.
Joffe, H., & Yardley, L. (2004). Content and Thematic Analysis. In D. F. Marks & L. Yardley (Eds.), Research Methods for Clinical and Health Psychology (pp. 56–68). London, UK: Sage Publications, Inc.
Jolly, A. (2017). STEM by Design. Strategies and Activities for Grades 4 – 8. New York: Routledge.
Kelley, T. R., & Knowles, J. G. (2016). A Conceptual Framework for Integrated STEM Education. International Journal of STEM Education, 3(1), 11.
https://doi.org/10.1186/s40594-016-0046-z
Kim, P., Suh, E., & Song, D. (2015). Development of a design-based learning curriculum through design-based research for a technology-enabled science classroom. Educational Technology Research and Development.
https://doi.org/10.1007/s11423-015-9376-7
Koehler, M. J., Mishra, P., & Cain, Wi. (2013). What is Technological Pedagogical Content (TPACK)? Journal of Education, 193(3), 13–19.
KPM. (2016). Panduan Pelaksanaan Sains, Teknologi, Kejuruteraan dan Matematik (STEM) Dalam Pengajaran dan Pembelajaran. Putrajaya, Malaysia: Kementerian Pendidikan Malaysia.
Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM Perception and Preparation: Inquiry-Based STEM Professional Development for Elementary Teachers. The Journal of Educational Research, 106(2), 157–168.
https://doi.org/10.1080/00220671.2012.667014
NRC. (2011). Successful K-12 STEM Education.
https://doi.org/10.17226/13158
NRC, & NAE. (2014). STEM Integration in K-12 Education (M. Honey, G. Pearson, & H. Schweingruber, Eds.). Washington, USA: National Academies Press.
https://doi.org/10.17226/18612
Park, S., & Oliver, J. S. (2008). Revisiting the Conceptualisation of Pedagogical Content Knowledge ( PCK ): PCK as a Conceptual Tool to Understand Teachers as Professionals. Research in Science Education, 38, 261–284.
https://doi.org/10.1007/s11165-007-9049-6
Patton, M. Q. (2002). Qualitative Research & Evaluation Methods. Thousand Oaks, CA: Sage Publications, Inc.
Roberts, A. (2012). A Justification for STEM Education. Technology and Engineering Teacher, (May/June), 1–5.
Rockland, R., Bloom, D. S., Carpinelli, J., Burr-alexander, L., Linda, S., & Kimmel, H. (2010). Advancing the “ E ” in K-12 STEM Education. The Journal of Technology Studies, 36(1), 53–64.
Salami, M. K. Al, Makela, C. J., & Miranda, M. A. (2015). Assessing Changes in Teachers’ Attitudes Toward Interdisciplinary STEM Teaching. International Journal of Technology and Design Education, 27(1), 63–88.
https://doi.org/10.1007/s10798-015-9341-0
Schoon, K. J., & Boone, W. J. (1998). Self-Efficacy and Alternative Conceptions of Science of Preservice Elementary Teachers. Science Education, 82(5), 553–568.
Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. 1–16.
https://doi.org/10.1186/s40594-017-0068-1
Shulman, L. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1–22.
Shulman, Lee. (1986). Those Who Understand : Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14.
Slavit, D., Nelson, T. H., & Lesseig, K. (2016). The Teachers’ Role in Developing, Opening, and Nurturing an Inclusive STEM-focused School. International Journal of STEM Education, 3(1), 7.
https://doi.org/10.1186/s40594-016-0040-5
Stohlmann, M., Moore, T., & Roehrig, G. (2012). Considerations for Teaching Integrated STEM Education. Journal of Pre-College Engineering Education Research, 2(1), 28–34.
https://doi.org/10.5703/1288284314653
Truesdell, P. (2014). Engineering Essentials for STEM Instruction. VA, USA: ASCD.
Xie, Y., Fang, M., & Shauman, K. (2015). STEM Education. Annual Review of Sociology, 41(1), 331–357.
https://doi.org/10.1146/annurev-soc-071312-145659
Yoder, S., Bodary, S., & Johnson, C. C. (2016). Effective program characteristics, start-up, and advocacy for STEM.
In C. C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM Road Map. A Framework for Integrated STEM Education (pp. 211–237). New York, NY, USA: Routledge.
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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. https://doi.org/10.37134/jpsmm.vol10.1.6.2020
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