Abstract
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 language | English |
|---|---|
| Title of host publication | STEM in Science Education and S in STEM |
| Subtitle of host publication | From Pedagogy to Learning |
| Publisher | Brill |
| Pages | 15-31 |
| Number of pages | 17 |
| ISBN (Electronic) | 9789004446076 |
| ISBN (Print) | 9789004446069 |
| DOIs | |
| Publication status | Published - 2021 Jan 1 |
Keywords
- STEM education
- problem solving
- professional learning community
- programming
ASJC Scopus subject areas
- General Social Sciences