Examination of Pedagogical Content Knowledge of Pre-Service Primary School Teachers towards STEM

Autor/inn/en	Sari, Kevser; Duran, Meltem
Titel	Examination of Pedagogical Content Knowledge of Pre-Service Primary School Teachers towards STEM
Quelle	In: Journal of Science Learning, 6 (2023) 2, S.154-180 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preservice Teachers; Elementary School Teachers; STEM Education; Pedagogical Content Knowledge; High Schools; Science Achievement; Student Attitudes; Gender Differences; Educational Technology; Instructional Program Divisions; Competence; Mathematics Achievement; Self Efficacy; Teacher Education Programs; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; STEM; Pädagogische Kompetenz; High school; Oberschule; Schülerverhalten; Geschlechterkonflikt; Unterrichtsmedien; Kompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Self-efficacy; Selbstwirksamkeit; Ausland; Türkei
Abstract	This study examines the pedagogical content knowledge of pre-service primary school teachers towards STEM. The research's study group consists of 202 pre-service primary school teachers studying at the faculty of education of two universities in the 2021-2022 academic year. The mixed method was used in the study. The survey model was used in the quantitative dimension of the study, and the case study was used in the qualitative dimension. The study's data were collected using the "STEM Pedagogical Content Knowledge Scale" and the "semi-structured interview form" developed by the researcher. A statistics program was used to analyze quantitative data, and content analysis was used to analyze qualitative data. According to the quantitative results of the study, the pedagogical content knowledge of pre-service primary school teachers towards STEM did not show the difference in terms of the variables of graduated high school, science proficiency, and desire to receive STEM education. In addition, differences were observed between the gender and technology sub-dimension, grade level and science and mathematics sub-dimension, having STEM knowledge and science sub-dimension, STEM competence and mathematics sub-dimension. According to the qualitative results of the study, it was determined that pre-service primary school teachers' perspectives toward STEM education were positive. However, they considered themselves inadequate because they did not receive training. (As Provided).
Anmerkungen	Universitas Pendidikan Indonesia. Jl. Dr. Setiabudhi No. 229 Bandung 40154 Jawa Barat - Indonesia. e-mail: jslearning@upi.edu; Web site: http://ejournal.upi.edu/index.php/jslearning
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01