Pedagogical Content Knowledge in STEM

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.

Auteur

Stephen Miles Uzzo, PhD. is Chief Scientist for the New York Hall of Science where he does research and development of public programs and experiences on complex science and systems dynamics. He also does instructional development for pre-service and in-service teacher education. Dr. Uzzo is also Adjunct Professor of Education for the New York Institute of Technology Graduate School of Education and Interdisciplinary Studies, where he teaches STEM integration of science, technology, engineering and mathematics into science instruction, instructional technology and integration of art into interdisciplinary teaching. His background includes teaching and learning in data driven science, computer graphics systems engineering, environmental science, and art history. He holds a doctorate of Network Theory and Environmental Studies from the Union Institute School of Interdisciplinary Studies and a Bachelor of Education from Long Island University School of Music.

Dr. Sherryl Browne Graves is the Acting Senior Associate Dean of Education at Hunter College and teaches courses in psychological foundations of education including courses in child development, educational psychology, educational research, cognition and educational technology and multicultural issues in learning and instruction. Professor Graves' research interests focus on children's understanding of racial and ethnic portrayals in mass media, the effects of diversity in the educational process and the use of technology in teaching and learning. She has served as a consultant and advisory board members to numerous media organizations including Sesame Workshop, WGBH and KCET Public Television Stations, Discovery Kids and the Public Broadcasting Service. Professor. Additionally she has served as a PI on an NSF MSP grant, co-PI on a New York Community Trust early literacy grant and senior advisor on a Foundation for Child Development PreK for All grant. Dr. Graves is trained in psychology with a doctorate from Harvard University in Clinical Psychology and Public Practice and a Bachelor's degree in Psychology from Swarthmore College. She will be overseeing the UTR program at Hunter.

Erin Shay is the Director of the Office of Partnership Programs at Hunter College where she oversees the School of Education's alternative certification and partnership programs. Working in collaboration with a variety of local and national organizations the Office of Partnership Programs offers a wide range of teacher preparation programs, additional certificate programs for currently certified teachers to become certified in a second specialization area, and educational leadership programs to prepare teachers for roles in administration and supervision. She holds a Bachelor's degree in Education and Social Policy from Northwestern University and a Master's degree in Education from Bank Street College of Education. Ms. Shay is a former NYC public school math and English teacher.

Marisa Harford is the Director of Teacher Residencies at New Visions for Public Schools, a nonprofit organization that partners with New York City schools, communities, and institutions to strengthen schools through multiple channels, including developing and retaining effective teachers through innovative residency programs in partnership with Hunter College and the NYC Department of Education. Ms. Harford leads the Teacher Certification team, which prepares highly qualified novice teachers, builds capacity in mentoring and support of new teacher development, and crafts sustainable systems and tools for residencies. Her previous experience includes seven years of secondary-level teaching and instructional coaching at Bronx middle and high schools. She holds a B.A. in English from Yale University, an M.S. in Secondary English Education from Lehman College, and an Advanced Certificate in School and Building Leadership from Hunter College.

. Dr. Robert Thompson is a Professor of Mathematics at Hunter College, CUNY and the CUNY Graduate Center. He was Chair of the Department of Mathematics and Statistics from 2010-2017. Professor Thompson's research interests are in algebraic topology and homotopy theory. He teaches courses at all levels, from introductory college mathematics courses for liberal arts majors to graduate courses in mathematics for masters' and PhD students. In addition to topology, Prof. Thompson has worked with students and colleagues on projects in probability theory, mathematical finance, applications of mathematics to biology and robotics, and teacher preparation. Professor Thompson has a Doctorate in Mathematics from The University of Washington and Bachelors Degree in Mathematic...

Contenu
Section 1: PCK Research in Formal Teaching Practice1.Analysis of Practice and Teacher PCK: Inferences from Professional Development Research.2.The intertwined roles of teacher content knowledge and knowledge of scientific practices in support of a science learning community3.Personal and Canonical PCK: A Synergistic Relationship?4.From Budgets to Bus Schedules: Contextual Barriers and Supports for Science Instruction in Elementary Schools.5.Teacher Knowledge and Visual Access to Mathematics.Section 2: PCK in Formal Pre-Service Teacher Learning6.Teacher Inquiry as a Vehicle for Developing Pedagogical Content Knowledge in Pre-service Teachers.7.Biology Teacher Preparation and PCK: Perspectives from the discipline.8.Pedagogical Content Knowledge in a Mathematics Adolescent Education Master of Arts Program: A Case Study.9.Evaluation of PCK in STEM Residency Programs: Challenges and Opportunities.Section 3: PCK in Informal Learning10.Pre-Service Teachers Developing PCK in a Natural History Museum.11.Engineering STEM Teacher Learning: Using Design-Make-Play to develop disciplinary teaching knowledge.12.Collaborative PCK in Practice: Bringing Together Secondary, Tertiary and Informal Learning in a STEM Residency Program.13.Developing Educative Materials to Support Middle School Science Teachers' PCK for Argumentation: Comparing Multimedia to Text-based Supports.14.Teacher Education for Maker Education: Helping teachers develop appropriate PCK for engaging children in educative making.Index