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

Autor/inn/en	Hudson, Peter; English, Lyn; Dawes, Les; King, Donna; Baker, Steve
Titel	Exploring Links between Pedagogical Knowledge Practices and Student Outcomes in STEM Education for Primary Schools
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 6, Artikel 8 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; STEM Education; Elementary School Students; Grade 4; Scientific Concepts; Mathematical Concepts; Design; Qualitative Research; Documentation; Correlation; Interviews; Elementary School Teachers; Planning; Teaching Methods; Knowledge Level; Questionnaires; Problem Solving; Classroom Techniques; Questioning Techniques; Evaluation Methods; Pedagogical Content Knowledge; Australia + Suchen Sie Ihr Suchwort? Ausland; STEM; School year 04; 4. Schuljahr; Schuljahr 04; Qualitative Forschung; Dokumentation; Korrelation; Interviewing; Interviewtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ablaufplanung; Planungsprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Fragebogen; Problemlösen; Klassenführung; Befragungstechnik; Fragetechnik; Pädagogische Kompetenz; Australien
Abstract	Science, technology, engineering, and mathematics (STEM) education is an emerging initiative in Australia, particularly in primary schools. This qualitative research aimed to understand Year 4 students' involvement in an integrated STEM education unit that focused on science concepts (e.g., states of matter, testing properties of materials) and mathematics concepts (e.g., 3D shapes and metric measurements) for designing, making and testing a strong and safe medical kit to insulate medicines (ice cubes) at desirable temperatures. Data collection tools included student work samples, photographs, written responses from students and the teacher, and researcher notes. In a post-hoc analysis, a pedagogical knowledge practice framework (i.e., planning, timetabling, preparation, teaching strategies, content knowledge, problem solving, classroom management, questioning, implementation, assessment, and viewpoints) was used to explain links to student outcomes in STEM education. The study showed how pedagogical knowledge practices may be linked to student outcomes (knowledge, understanding, skill development, and values and attitudes) for a STEM education activity. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01