Abstract
The core value of science, technology, engineering, and mathematics (STEM) education is to provide the balanced opportunities of hands-on and minds-on learning. Engineering design is recognized as a core approach for implementing engineering-focused STEM curricula. This raises a need for science and technology teachers to develop pedagogical content knowledge (PCK) for teaching engineering-focused STEM curricula. This chapter consists of four sections. First, to form the theoretical foundation of engineering-focused STEM curricula, literature related to STEM education is reviewed. Second, design modules for engineering-focused STEM curriculum are discussed. Third, the PCK needed for science and technology teachers to teach engineering-focused STEM curricula are discussed. Fourth, a summary of issues and misconceptions of teaching engineering-focused STEM curricula are discussed, which provides useful guidelines on how to teach the curriculum.
| 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 | 103-116 |
| Number of pages | 14 |
| ISBN (Electronic) | 9789811507687 |
| ISBN (Print) | 9789811507670 |
| DOIs | |
| Publication status | Published - 2019 Jan 1 |
Keywords
- Engineering design
- Pedagogical content knowledge (pck)
- Stem
- Teacher education
ASJC Scopus subject areas
- General Social Sciences