STEM EdS Series 3: Teachers' Practical Knowledge for STEM Teaching.

Title: A framework for Examining Teachers' Practical Knowledge for STEM Teaching. Reference: Chan, K. K. H., Yeh, Y. F., & Hsu, Y. S. (2019). A framework for examining teachers’ practical knowledge for STEM teaching. Asia-Pacific STEM teaching practices: From theoretical frameworks to practices, 39-50

What is the purpose of this Article?

·         The purpose of this article is to propose a theoretical framework for examining and analyzing teachers' knowledge of STEM (Science, Technology, Engineering, and Mathematics) teaching.

·         The article reviews the literature on STEM education and teacher knowledge to identify the knowledge teachers need for effective STEM teaching.

·         It also discusses the necessary knowledge components for effective STEM teaching, including assessment, pedagogy, curriculum, and students.

·         The article provides an interview protocol for investigating teacher knowledge for STEM teaching and proposes a teacher knowledge framework as an analytical tool for researchers to characterize the nature and content of teacher knowledge for effective STEM teaching.

·         The article also highlights the importance of integrating STEM education in K-12 schools and the challenges faced by teachers in implementing it effectively.

·         It emphasizes the need for teacher professional development and practical knowledge to improve STEM education and provides various resources and strategies for effective STEM integration in classrooms.