A framework for examining teachers’ practical knowledge for STEM teaching

Kennedy Kam Ho Chan; Yi Fen Yeh; Ying Shao Hsu

doi:10.1007/978-981-15-0768-7_3

A framework for examining teachers’ practical knowledge for STEM teaching

Kennedy Kam Ho Chan^*, Yi Fen Yeh, Ying Shao Hsu

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Chapter

4 Citations (Scopus)

Abstract

What a teacher needs to know and do when teaching specific disciplines effectively has attracted scholarly attention for many decades. The knowledge requisite for effective STEM teaching has gained attention as a result of the recent STEM education movement around the world. Furthermore, it is assumed teaching STEM demands that teachers teach in a completely different way. This chapter discusses these issues and proposes a theoretical framework for examining and analyzing teachers’ practical knowledge for STEM teaching. We draw on and synthesized literature on STEM education and teacher knowledge to identify facets of and a framework for teacher knowledge needed for effective STEM teaching. We also describe the design of an interview protocol that allows empirical studies of the knowledge facets delineated in the framework.

Original language	English
Title of host publication	Asia-Pacific STEM Teaching Practices
Subtitle of host publication	From Theoretical Frameworks to Practices
Publisher	Springer Singapore
Pages	39-50
Number of pages	12
ISBN (Electronic)	9789811507687
ISBN (Print)	9789811507670
DOIs	https://doi.org/10.1007/978-981-15-0768-7_3
Publication status	Published - 2019 Jan 1

Keywords

Effective stem teaching
Practical knowledge
Teacher knowledge

ASJC Scopus subject areas

General Social Sciences

Access to Document

10.1007/978-981-15-0768-7_3

Cite this

@inbook{fc20e6d317af41eaa68ed87758ab7547,

title = "A framework for examining teachers{\textquoteright} practical knowledge for STEM teaching",

abstract = "What a teacher needs to know and do when teaching specific disciplines effectively has attracted scholarly attention for many decades. The knowledge requisite for effective STEM teaching has gained attention as a result of the recent STEM education movement around the world. Furthermore, it is assumed teaching STEM demands that teachers teach in a completely different way. This chapter discusses these issues and proposes a theoretical framework for examining and analyzing teachers{\textquoteright} practical knowledge for STEM teaching. We draw on and synthesized literature on STEM education and teacher knowledge to identify facets of and a framework for teacher knowledge needed for effective STEM teaching. We also describe the design of an interview protocol that allows empirical studies of the knowledge facets delineated in the framework.",

keywords = "Effective stem teaching, Practical knowledge, Teacher knowledge",

author = "Chan, {Kennedy Kam Ho} and Yeh, {Yi Fen} and Hsu, {Ying Shao}",

note = "Publisher Copyright: {\textcopyright} Springer Nature Singapore Pte Ltd. 2019.",

year = "2019",

month = jan,

day = "1",

doi = "10.1007/978-981-15-0768-7_3",

language = "English",

isbn = "9789811507670",

pages = "39--50",

booktitle = "Asia-Pacific STEM Teaching Practices",

publisher = "Springer Singapore",

}

TY - CHAP

T1 - A framework for examining teachers’ practical knowledge for STEM teaching

AU - Chan, Kennedy Kam Ho

AU - Yeh, Yi Fen

AU - Hsu, Ying Shao

N1 - Publisher Copyright: © Springer Nature Singapore Pte Ltd. 2019.

PY - 2019/1/1

Y1 - 2019/1/1

N2 - What a teacher needs to know and do when teaching specific disciplines effectively has attracted scholarly attention for many decades. The knowledge requisite for effective STEM teaching has gained attention as a result of the recent STEM education movement around the world. Furthermore, it is assumed teaching STEM demands that teachers teach in a completely different way. This chapter discusses these issues and proposes a theoretical framework for examining and analyzing teachers’ practical knowledge for STEM teaching. We draw on and synthesized literature on STEM education and teacher knowledge to identify facets of and a framework for teacher knowledge needed for effective STEM teaching. We also describe the design of an interview protocol that allows empirical studies of the knowledge facets delineated in the framework.

AB - What a teacher needs to know and do when teaching specific disciplines effectively has attracted scholarly attention for many decades. The knowledge requisite for effective STEM teaching has gained attention as a result of the recent STEM education movement around the world. Furthermore, it is assumed teaching STEM demands that teachers teach in a completely different way. This chapter discusses these issues and proposes a theoretical framework for examining and analyzing teachers’ practical knowledge for STEM teaching. We draw on and synthesized literature on STEM education and teacher knowledge to identify facets of and a framework for teacher knowledge needed for effective STEM teaching. We also describe the design of an interview protocol that allows empirical studies of the knowledge facets delineated in the framework.

KW - Effective stem teaching

KW - Practical knowledge

KW - Teacher knowledge

UR - http://www.scopus.com/inward/record.url?scp=85085413921&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85085413921&partnerID=8YFLogxK

U2 - 10.1007/978-981-15-0768-7_3

DO - 10.1007/978-981-15-0768-7_3

M3 - Chapter

AN - SCOPUS:85085413921

SN - 9789811507670

SP - 39

EP - 50

BT - Asia-Pacific STEM Teaching Practices

PB - Springer Singapore

ER -

A framework for examining teachers’ practical knowledge for STEM teaching

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this