Teaching engineering-focused STEM curriculum: PCK needed for teachers

Szu Chun Fan*, Kuang Chao Yu

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter


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 languageEnglish
Title of host publicationAsia-Pacific STEM Teaching Practices
Subtitle of host publicationFrom Theoretical Frameworks to Practices
PublisherSpringer Singapore
Number of pages14
ISBN (Electronic)9789811507687
ISBN (Print)9789811507670
Publication statusPublished - 2019 Jan 1


  • Engineering design
  • Pedagogical content knowledge (pck)
  • Stem
  • Teacher education

ASJC Scopus subject areas

  • Social Sciences(all)


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