Exploring Links between Pedagogical Knowledge Practices and Student Outcomes in STEM Education for Primary Schools

Hudson, Peter B.; English, Lyn D.; Dawes, Les; King, Donna; Baker, Steve

doi:10.14221/ajte.2015v40n6.8

Cited by 35 publications

(35 citation statements)

References 35 publications

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“…Teacher's mastery to learning theories serves as a map that guides teachers in carrying out a set of activities when they play their roles as an educator. Practically, teachers' pedagogical knowledge determines how teachers develop lesson plans, time tabling, preparing teaching strategies, managing classroom, questioning, and assessing students' outcome [13,14]. Based on what they know about effective learning, teachers design instructional activities and classroom environment to facilitate students learning.…”

Section: Teachers' Pedagogical Knowledgementioning

confidence: 99%

“…Teachers' leadership refers to teacher's ability to direct, guide, and influence students' behavior to achieve learning objectives [2]. In turn, teacher's pedagogical knowledge practices are linked to students' outcome in term of their knowledge, understanding, skill development, and values and attitudes [13].…”

Section: Teachers' Pedagogical Knowledgementioning

confidence: 99%

“…Teachers' pedagogical knowledge as ideal description of how learning occurs and how to teach effectively determines teaching practices. Teaching practices can be conceived as how teachers plan lessons, run instructional activities, manage classroom, and assess students outcome [13,14]. At the same time, teachers' pedagogical knowledge also manifests in how they direct students to achieve learning objectives.…”

Section: Links Between Teachers' Pedagogical Knowledge and Students' mentioning

confidence: 99%

See 2 more Smart Citations

Teaching for What? - Investigating the Effect of Teacher's Pedagogical Knowledge on Elementary School Students' Life Satisfaction and Outcome

Affandi¹,

Saputra²,

Husniati³

2020

ujer

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Section: Teachers' Pedagogical Knowledgementioning

confidence: 99%

Section: Teachers' Pedagogical Knowledgementioning

confidence: 99%

Section: Links Between Teachers' Pedagogical Knowledge and Students' mentioning

confidence: 99%

See 1 more Smart Citation

Teaching for What? - Investigating the Effect of Teacher's Pedagogical Knowledge on Elementary School Students' Life Satisfaction and Outcome

Affandi¹,

Saputra²,

Husniati³

2020

ujer

View full text Add to dashboard Cite

“…Most instruments have been developed to assess students' knowledge and then adapted for teachers . Furthermore, it seems that current instruments are limited to assessing teachers' PCK in STEM (STEMPCK) and that more effort needs to be made to develop new instruments for STEM educational interventions (Benuzzi, 2015;Hudson, English, Dawes, King, & Baker, 2015;Rogers, Winship, & Sun, 2016;Stohlmann, Moore, & Roehrig, 2012). This study will hopefully begin to fill that gap by not only describing STEMPCK but also explaining how these areas will be assessed through one instrument.…”

mentioning

confidence: 99%

“…To effectively integrate STEM education, teachers should adequately build STEMPCK. STEMPCK is a combination of different categories: STEM content knowledge, STEM integration knowledge, pedagogical knowledge, 21st-century skills knowledge, and context knowledge (Appleton, 1995(Appleton, , 2003Avery, 2009;Ball, Thames, & Phelps, 2008;Benuzzi, 2015;Custer & Daugherty, 2009;Eckman, Williams, & Silver-Thorn, 2016;Eilks & Markic, 2011;Epstein & Miller, 2011;Harris & Hofer, 2011;Hill, Rowan, & Ball, 2005;Hudson et al, 2015;C. A. Lee & Houseal, 2003;K.-T. Lee & Nason, 2012;Nadelson, Seifert, Moll, & Coats, 2012;National Research Council, 2000;President's Council of Advisors on Science and Technology [PCAST], 2010; Rogers et al, 2016;Stohlmann et al, 2012;Shulman, 1986;Wilson, 2011;Wang, Moore, Roehrig, & Park, 2011).…”

mentioning

confidence: 99%

STEM Pedagogical Content Knowledge Scale (STEMPCK): A Validity and Reliability Study

Yıldırım¹,

Topalcengiz²

2018

JSTE

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The aim of this study was to develop the STEM Pedagogical Content Knowledge Scale (STEMPCK Scale). Exploratory and confirmatory factor analyses were conducted to examine the structural validity of the scale. Exploratory factor analysis of the scale was conducted using data from 443 preservice teachers who were studying to become science teachers, preschool teachers, elementary school teachers, and mathematics teachers. The confirmatory factor analysis of the scale was conducted using data from 212 students who were enrolled in the same departments. The scale was administered to 655 preservice teachers in total. To determine the reliability of the scale, the Cronbach's Alpha internal consistency coefficient, the corrected total item correlation, and the significance of the differences between the item averages of the top 27% and bottom 27% were examined by t-test. According to the results obtained, the STEMPCK Scale consists of six factors: 21st-Century Skills, Pedagogical Knowledge, Mathematics, Science, Engineering, and Technology. The scale included 56 items. The Cronbach's Alpha values of the factors ranged from 0.878 to 0.90, and the corrected item total score correlations ranged from 0.306 to 0.895. The results of the t-test showed that all the differences between the mean scores of the top 27% and bottom 27% on the items were significant. The results of the analyses indicate that the instrument has reasonable internal consistency and that the theoretical structure was supported by empirical data. These results indicate that the STEMPCK Scale is an appropriate tool for measuring preservice teachers' STEM pedagogical content knowledge. Implications and suggestions for further studies are included.Scientific and technological progress requires workers to have different skills than in the past. In addition to foundational skills like literacy and numeracy, they need competencies such as problem solving, critical thinking, creativity, and collaboration and character qualities such as curiosity. To teach the skills that meet the needs of a 21st-century marketplace, countries have made reforms in their educational systems (Drew, 2011). Science, technology, engineering, and mathematics (STEM) lie at the heart of these reform movements. Through the integration of science, technology, engineering, and mathematics, students would be able to study the challenges that arise in today's world such as energy shortages, environmental problems, and health problems (Bybee, 2010). Students fully equipped with STEM knowledge will be able to identify, apply, and integrate its concepts to understand complex problems and generate solutions to solve those

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A model for principals' STEM leadership capability

Geiger

Beswick

Fraser

et al. 2023

British Educational Res J

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In this paper we develop a model for the capabilities required by principals for effective Science, Technology, Engineering and Mathematics (STEM) leadership. The model underpinned a large national cross‐sectional research and development project across Australian states in both primary and secondary schools. This model is developed via synthesis of research literature across leadership and STEM education. The model consists of five dimensions of principals' STEM capability: (1) STEM discipline‐specific and integrated knowledge and practices; (2) contexts; (3) dispositions; (4) tools; and (5) critical orientation. These dimensions represent distinct, but interrelated, capacities required by principals to establish and maintain positive STEM learning cultures within schools. Elaborations have been provided, in the form of capabilities, for each of these dimensions. The model has the potential for shaping principals' STEM leadership development trajectories and structuring targeted professional learning programmes for principals, teachers and other members of the school community.

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Exploring Links between Pedagogical Knowledge Practices and Student Outcomes in STEM Education for Primary Schools

Cited by 35 publications

References 35 publications

Teaching for What? - Investigating the Effect of Teacher's Pedagogical Knowledge on Elementary School Students' Life Satisfaction and Outcome

Teaching for What? - Investigating the Effect of Teacher's Pedagogical Knowledge on Elementary School Students' Life Satisfaction and Outcome

STEM Pedagogical Content Knowledge Scale (STEMPCK): A Validity and Reliability Study

A model for principals' STEM leadership capability

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