Advertisement

Teachers’ Conceptions About STEM and Their Practical Knowledge for STEM Teaching in Hong Kong

  • Valerie W. Y. YipEmail author
  • Kennedy Kam Ho Chan
Chapter

Abstract

STEM education was officially introduced in Hong Kong in 2016 and now forms a mandatory part of the science curricula for secondary schools. This curriculum reform poses a great challenge to teachers who were educated to be discipline specialists. This chapter compared an experienced and a preservice secondary science teachers’ conceptions about STEM and their practical knowledge for STEM teaching using in-depth interviews. Our findings reveal that, although both the novice and experienced secondary school teachers appeared to hold similar conceptions of STEM education, detailed analysis of the nature and content of their knowledge for teaching STEM found differences in their conceptions. The findings shed light on possible targeted support on how to better prepare STEM-competent teachers.

Keywords

Teachers’ practical knowledge Teachers’ conceptions about STEM 

Notes

Acknowledgements

The authors wish to thank the teachers who participated in the study, Teaching Development Grants of The University of Hong Kong for the funding, and the reviewers’ valuable feedback.

References

  1. Berlin, D. F., & White, A. L. (1995). Connecting school science and mathematics. In A. F. Coxford & P. House (Eds.), Connecting mathematics across the curriculum (pp. 22–33). Reston, VA: National Council of Teachers of Mathematics.Google Scholar
  2. Blackley, S., & Howell, J. (2015). A STEM narrative: 15 years in the making. The Australian Journal of Teacher Education, 40(7).  https://doi.org/10.14221/ajte.2015v40n7.8.
  3. Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30–35.Google Scholar
  4. Denzin, N. K. (1989). The research act: A theoretical introduction to sociological methods. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
  5. Dickerson, D. L., Cantu, D. V., Hathcock, S. J., McConnell, W. J., & Levin, D. R. (2016). Instrumental STEM (iSTEM): An integrated STEM instructional model. In L. Annetta & J. Minogue (Eds.), Connecting science and engineering education practices in meaningful ways (pp. 139–168). Cham, Switzerland: Springer.CrossRefGoogle Scholar
  6. Education Bureau. (2016). Report on Promotion of STEM Education: Unleashing the potential of innovation. Hong Kong: Author.Google Scholar
  7. English, L. D. (2016). STEM education K–12: Perspectives on integration. International Journal of STEM Education, 3(3).  https://doi.org/10.1186/s40594-016-0036-1.
  8. Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28–42). New York, NY: Routledge.Google Scholar
  9. HKSAR Government. (2015). The 2015 policy address. Hong Kong: Author.Google Scholar
  10. Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM integration in K–12 education: Status, prospects, and an agenda for research. Washington, DC: National Academies Press.Google Scholar
  11. Hurley, M. M. (2001). Reviewing integrated science and mathematics: The search for evidence and definitions from new perspectives. School Science and Mathematics, 101(5), 259–268.CrossRefGoogle Scholar
  12. Keefe, B. (2010). The perception of STEM: Analysis, issues, and future directions. Burbank, CA: Entertainment & Media Communication Institute, Division of Entertainment Industries Council.Google Scholar
  13. Kelly, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(11).  https://doi.org/10.1186/s40594-016-0046-z.
  14. Kennedy, T. J., & Odell, M. R. L. (2014). Engaging students in STEM education. Science Education International, 25(3), 246–258.Google Scholar
  15. Merriam, S. B. (2015). Qualitative research: A guide to design and implementation (4th ed.). San Francisco, CA: Jossey-Bass.Google Scholar
  16. Morrison, J. S. (2006). Attributes of STEM education: The student, the academy, the classroom. Cleveland Heights, OH: TIES.Google Scholar
  17. National Academy of Engineering & National Research Council. (2002). Technically speaking: Why all Americans need to know more about technology (G. Pearson & A. T. Young, Eds.). Washington, DC: National Academies Press.  https://doi.org/10.17226/10250.
  18. National Research Council. (2013). Next generation science standards: For states, by states. Washington, DC: National Academies Press.  https://doi.org/10.17226/18290.CrossRefGoogle Scholar
  19. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar
  20. Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, December/January, 20–26.Google Scholar
  21. Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research, 2(1).  https://doi.org/10.5703/1288284314653.CrossRefGoogle Scholar
  22. Verloop, N., van Driel, J. H., & Meijer, P. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35(5), 441–461.CrossRefGoogle Scholar
  23. Yore, L. D. (2011). Foundations of scientific, mathematical, and technological literacies—Common themes and theoretical frameworks. In L. D. Yore, E. Van der Flier-Keller, D. W. Blades, T. W. Pelton, & D. B. Zandvliet (Eds.), Pacific CRYSTAL centre for science, mathematics, and technology literacy: Lessons learned (pp. 23–44). Rotterdam, The Netherlands: Sense.CrossRefGoogle Scholar
  24. Zeidler, D. (2016). STEM education: A deficit framework for the twenty first century? A sociocultural socioscientific response. Cultural Studies of Science Education, 11(1), 11–26.CrossRefGoogle Scholar
  25. Zemelman, S., Daniels, H., & Hyde, A. (2005). Best practice: New standards for teaching and learning in America’s schools (3rd ed.). Portsmouth, NH: Heinemann.Google Scholar
  26. Zollman, A. (2012). Learning for STEM literacy: STEM literacy for learning. School Science and Mathematics, 112(1), 12–19.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Faculty of EducationThe University of Hong KongPok Fu LamHong Kong

Personalised recommendations