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- Publisher Website: 10.1007/978-981-15-0768-7_3
- Scopus: eid_2-s2.0-85085413921
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Book Chapter: A Framework for Examining Teachers’ Practical Knowledge for STEM Teaching
Title | A Framework for Examining Teachers’ Practical Knowledge for STEM Teaching |
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Authors | |
Keywords | Teacher knowledge Effective STEM teaching Practical knowledge |
Issue Date | 2019 |
Publisher | Springer |
Citation | A Framework for Examining Teachers’ Practical Knowledge for STEM Teaching. In Hsu, YS & Yeh, YF (Eds.), Asia-Pacific STEM Teaching Practices: From Theoretical Frameworks to Practices, p. 39-50. Singapore: Springer, 2019 How to Cite? |
Abstract | What a teacher needs to know and do when teaching specific disciplines effectively has attracted scholarly attention for many decades. The knowledge requisite for effective STEM teaching has gained attention as a result of the recent STEM education movement around the world. Furthermore, it is assumed teaching STEM demands that teachers teach in a completely different way. This chapter discusses these issues and proposes a theoretical framework for examining and analyzing teachers’ practical knowledge for STEM teaching. We draw on and synthesized literature on STEM education and teacher knowledge to identify facets of and a framework for teacher knowledge needed for effective STEM teaching. We also describe the design of an interview protocol that allows empirical studies of the knowledge facets delineated in the framework. |
Persistent Identifier | http://hdl.handle.net/10722/286515 |
ISBN |
DC Field | Value | Language |
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dc.contributor.author | Chan, KKH | - |
dc.contributor.author | Yeh, YF | - |
dc.contributor.author | Hsu, YS | - |
dc.date.accessioned | 2020-08-31T07:04:55Z | - |
dc.date.available | 2020-08-31T07:04:55Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | A Framework for Examining Teachers’ Practical Knowledge for STEM Teaching. In Hsu, YS & Yeh, YF (Eds.), Asia-Pacific STEM Teaching Practices: From Theoretical Frameworks to Practices, p. 39-50. Singapore: Springer, 2019 | - |
dc.identifier.isbn | 9789811507670 | - |
dc.identifier.uri | http://hdl.handle.net/10722/286515 | - |
dc.description.abstract | What a teacher needs to know and do when teaching specific disciplines effectively has attracted scholarly attention for many decades. The knowledge requisite for effective STEM teaching has gained attention as a result of the recent STEM education movement around the world. Furthermore, it is assumed teaching STEM demands that teachers teach in a completely different way. This chapter discusses these issues and proposes a theoretical framework for examining and analyzing teachers’ practical knowledge for STEM teaching. We draw on and synthesized literature on STEM education and teacher knowledge to identify facets of and a framework for teacher knowledge needed for effective STEM teaching. We also describe the design of an interview protocol that allows empirical studies of the knowledge facets delineated in the framework. | - |
dc.language | eng | - |
dc.publisher | Springer | - |
dc.relation.ispartof | Asia-Pacific STEM Teaching Practices: From Theoretical Frameworks to Practices | - |
dc.subject | Teacher knowledge | - |
dc.subject | Effective STEM teaching | - |
dc.subject | Practical knowledge | - |
dc.title | A Framework for Examining Teachers’ Practical Knowledge for STEM Teaching | - |
dc.type | Book_Chapter | - |
dc.identifier.email | Chan, KKH: ckhhku@hku.hk | - |
dc.identifier.authority | Chan, KKH=rp02094 | - |
dc.identifier.doi | 10.1007/978-981-15-0768-7_3 | - |
dc.identifier.scopus | eid_2-s2.0-85085413921 | - |
dc.identifier.hkuros | 313637 | - |
dc.identifier.spage | 39 | - |
dc.identifier.epage | 50 | - |
dc.publisher.place | Singapore | - |