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Pedagogical Content Knowledge in STEM

Research to Practice

  • Stephen Miles Uzzo
  • Sherryl Browne Graves
  • Erin Shay
  • Marisa Harford
  • Robert Thompson

Part of the Advances in STEM Education book series (ASTEME)

Table of contents

  1. Front Matter
    Pages i-xii
  2. PCK Research in Formal Teaching Practice

    1. Front Matter
      Pages 1-1
    2. Christopher D. Wilson, Molly Stuhlsatz, Connie Hvidsten, April Gardner
      Pages 3-16
    3. P. Sean Smith, Courtney L. Plumley, Meredith L. Hayes, R. Keith Esch
      Pages 49-66
    4. Jill Neumayer DePiper, Mark Driscoll
      Pages 83-102
  3. PCK in Formal Pre-service Teacher Learning

    1. Front Matter
      Pages 103-103
    2. Marisa Harford, Rachel Leopold, Wendy Thomas Williams, Elizabeth Chatham
      Pages 105-131
    3. Christine R. Cain, Sherryl Browne Graves
      Pages 133-144
    4. Kay Sloan, Alison Allen, Kristin M. Bass, Erin Milligan-Mattes
      Pages 157-173
  4. PCK in Informal Learning

  5. Back Matter
    Pages 281-285

About this book

Introduction

This volume represents both recent research in pedagogical content knowledge (PCK) in science, technology, engineering and math (STEM), as well as emerging innovations in how PCK is applied in practice. The notion of “research to practice” is critical to validating how effectively PCK works within the clinic and how it can be used to improve STEM learning. ​As the need for more effective educational approaches in STEM grows, the importance of developing, identifying, and validating effective practices and practitioner competencies are needed. This book covers a wide range of topics in PCK in different school levels (middle school, college teacher training, teacher professional development), and different environments (museums, rural). 

 

The contributors believe that vital to successful STEM education practice is recognition that STEM domains require both specialized domain knowledge as well as specialized pedagogical approaches. The authors of this work were chosen because of their extensive fieldwork in PCK research and practice, making this volume valuable to furthering how PCK is used to enlighten the understanding of learning, as well as providing practical instruction. This text helps STEM practitioners, researchers, and decision-makers further their interest in more effective STEM education practice, and raises new questions about STEM learning.

Keywords

PCK in STEM informal and formal learning Teacher Content Knowledge Multimedia Educative Curriculum Materials Formative Assessment in PCK effective science education pedagogical approaches in science education

Editors and affiliations

  • Stephen Miles Uzzo
    • 1
  • Sherryl Browne Graves
    • 2
  • Erin Shay
    • 3
  • Marisa Harford
    • 4
  • Robert Thompson
    • 5
  1. 1.New York Hall of ScienceCoronaUSA
  2. 2.Hunter CollegeCity University of New YorkNew York CityUSA
  3. 3.School of EducationHunter CollegeNew YorkUSA
  4. 4.New Visions for Public SchoolsNew YorkUSA
  5. 5.Department of Mathematics and StatisticsHunter CollegeNew YorkUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-97475-0
  • Copyright Information Springer International Publishing AG, part of Springer Nature 2018
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-97474-3
  • Online ISBN 978-3-319-97475-0
  • Series Print ISSN 2520-8616
  • Series Online ISSN 2520-8624
  • Buy this book on publisher's site