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portada Pedagogical Content Knowledge in Stem: Research to Practice (Advances in Stem Education)
Type
Physical Book
Publisher
Author
Year
2018
Language
English
Pages
285
Format
Hardcover
ISBN13
9783319974743
Edition No.
2018
Categories

Pedagogical Content Knowledge in Stem: Research to Practice (Advances in Stem Education)

Stephen Miles Uzzo,Sherryl Browne Graves,Erin Shay,Marisa Harford,Robert Thompson (Author) · Springer · Hardcover

Pedagogical Content Knowledge in Stem: Research to Practice (Advances in Stem Education) - Stephen Miles Uzzo,Sherryl Browne Graves,Erin Shay,Marisa Harford,Robert Thompson

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Synopsis "Pedagogical Content Knowledge in Stem: Research to Practice (Advances in Stem Education)"

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.

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