STEM and Pedagogical Content Knowledge: Case Studies of Teachers in a Girls’ School in Taiwan

Ying Shao Hsu, Sibel Erduran, Yi Fen Yeh

Research output: Chapter in Book/Report/Conference proceedingChapter


The inclusion of girls in STEM subjects remains problematic around the world. While there are some success stories regarding the incorporation of STEM into science teaching and learning, there is still much research and development work needed in order to fully understand how science teachers can not only successfully integrate STEM into their teaching, but also motivate girls to participate in STEM. In this chapter, we review the context of STEM education in relation to teachers’ learning and report about a case study of five teachers working at an all girls’ secondary school in Taiwan. The case study highlights how a professional learning community was initiated and sustained among the science teachers with the aim of promoting STEM learning. The discussion includes the impact on science teachers’ pedagogical content knowledge (PCK) about STEM in general and in the inclusion of girls in STEM in particular.

Original languageEnglish
Title of host publicationSTEM in Science Education and S in STEM
Subtitle of host publicationFrom Pedagogy to Learning
Number of pages17
ISBN (Electronic)9789004446076
ISBN (Print)9789004446069
Publication statusPublished - 2021 Jan 1


  • STEM education
  • problem solving
  • professional learning community
  • programming

ASJC Scopus subject areas

  • General Social Sciences


Dive into the research topics of 'STEM and Pedagogical Content Knowledge: Case Studies of Teachers in a Girls’ School in Taiwan'. Together they form a unique fingerprint.

Cite this