Pedagogical content knowledge in STEM : research to practice

Pedagogical content knowledge in STEM : research to practice

Mentés helye:
Bibliográfiai részletek
Testületi szerző:
SpringerLink (Online service), közreadó testület
Közreműködő(k):
Uzzo, Stephen Miles, szerkesztő
Graves, Sherryl Browne, szerkesztő
Shay, Erin, szerkesztő
Harford, Marisa, szerkesztő
Thompson, Robert, szerkesztő
Különgyűjtemény:e-book
Formátum: könyv
Nyelv:angol
Megjelenés: Cham : Springer International Publishing : Imprint: Springer, 2018
Kiadás:1st ed. 2018.
Sorozat:Advances in STEM education, ISSN 2520-8616
Tárgyszavak:
természettudományi tantárgyak > módszertan
Science > Study and teaching
Mathematics.
elektronikus könyv
Online elérés:https://doi.org/10.1007/978-3-319-97475-0
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institution L_135
EUL01
spelling Pedagogical content knowledge in STEM research to practice edited by Stephen Miles Uzzo, Sherryl Browne Graves, Erin Shay, Marisa Harford, Robert Thompson
1st ed. 2018.
Cham Springer International Publishing Imprint: Springer 2018
XII, 285 p. 41 ill., 16 ill. színes ; online forrás
szöveg txt rdacontent
számítógépes c rdamedia
távoli hozzáférés cr rdacarrier
szövegfájl PDF rda
Advances in STEM education 2520-8616
Section 1: PCK Research in Formal Teaching Practice -- Analysis of Practice and Teacher PCK: Inferences from Professional Development Research -- The intertwined roles of teacher content knowledge and knowledge of scientific practices in support of a science learning community -- Personal and Canonical PCK: A Synergistic Relationship? -- From Budgets to Bus Schedules: Contextual Barriers and Supports for Science Instruction in Elementary Schools -- Teacher Knowledge and Visual Access to Mathematics -- Section 2: PCK in Formal Pre-Service Teacher Learning -- Teacher Inquiry as a Vehicle for Developing Pedagogical Content Knowledge in Pre-service Teachers. -- Biology Teacher Preparation and PCK: Perspectives from the discipline -- Pedagogical Content Knowledge in a Mathematics Adolescent Education Master of Arts Program: A Case Study -- Evaluation of PCK in STEM Residency Programs: Challenges and Opportunities -- Section 3: PCK in Informal Learning -- Pre-Service Teachers Developing PCK in a Natural History Museum -- Engineering STEM Teacher Learning: Using Design-Make-Play to develop disciplinary teaching knowledge -- Collaborative PCK in Practice: Bringing Together Secondary, Tertiary and Informal Learning in a STEM Residency Program -- Developing Educative Materials to Support Middle School Science Teachers' PCK for Argumentation: Comparing Multimedia to Text-based Supports -- Teacher Education for Maker Education: Helping teachers develop appropriate PCK for engaging children in educative making -- Index.
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.
Nyomtatott kiadás: ISBN 9783319974743
Nyomtatott kiadás: ISBN 9783319974767
Nyomtatott kiadás: ISBN 9783030073619
Az e-könyvek a teljes ELTE IP-tartományon belül online elérhetők.
könyv
e-book
természettudományi tantárgyak módszertan EUL10001040539 Y
Science Study and teaching EUL10000364918 Y
Mathematics. EUL10000053273 Y
elektronikus könyv
Uzzo, Stephen Miles szerkesztő EUL10001062579 Y
Graves, Sherryl Browne szerkesztő EUL10001062590 Y
Shay, Erin szerkesztő EUL10000996207 Y
Harford, Marisa szerkesztő EUL10001062591 Y
Thompson, Robert szerkesztő EUL10001062592 Y
SpringerLink (Online service) közreadó testület
Advances in STEM education EUL10001043436 Y
Online változat https://doi.org/10.1007/978-3-319-97475-0
EUL01
language English
format Book
author2 Uzzo, Stephen Miles, szerkesztő
Graves, Sherryl Browne, szerkesztő
Shay, Erin, szerkesztő
Harford, Marisa, szerkesztő
Thompson, Robert, szerkesztő
author_facet Uzzo, Stephen Miles, szerkesztő
Graves, Sherryl Browne, szerkesztő
Shay, Erin, szerkesztő
Harford, Marisa, szerkesztő
Thompson, Robert, szerkesztő
SpringerLink (Online service), közreadó testület
author_corporate SpringerLink (Online service), közreadó testület
author_sort Uzzo, Stephen Miles
title Pedagogical content knowledge in STEM : research to practice
spellingShingle Pedagogical content knowledge in STEM : research to practice
Advances in STEM education, ISSN 2520-8616
természettudományi tantárgyak -- módszertan
Science -- Study and teaching
Mathematics.
elektronikus könyv
title_sub research to practice
title_short Pedagogical content knowledge in STEM
title_full Pedagogical content knowledge in STEM research to practice edited by Stephen Miles Uzzo, Sherryl Browne Graves, Erin Shay, Marisa Harford, Robert Thompson
title_fullStr Pedagogical content knowledge in STEM research to practice edited by Stephen Miles Uzzo, Sherryl Browne Graves, Erin Shay, Marisa Harford, Robert Thompson
title_full_unstemmed Pedagogical content knowledge in STEM research to practice edited by Stephen Miles Uzzo, Sherryl Browne Graves, Erin Shay, Marisa Harford, Robert Thompson
title_auth Pedagogical content knowledge in STEM research to practice
title_sort pedagogical content knowledge in stem research to practice
series Advances in STEM education, ISSN 2520-8616
series2 Advances in STEM education
publishDate 2018
publishDateSort 2018
physical XII, 285 p. : 41 ill., 16 ill. színes ; online forrás
edition 1st ed. 2018.
isbn 978-3-319-97475-0
issn 2520-8616
callnumber-first L - Education
callnumber-subject LC - Social Aspects of Education
callnumber-label LC8-6691
callnumber-raw 1000734
callnumber-search 1000734
topic természettudományi tantárgyak -- módszertan
Science -- Study and teaching
Mathematics.
elektronikus könyv
topic_facet természettudományi tantárgyak -- módszertan
Science -- Study and teaching
Mathematics.
elektronikus könyv
természettudományi tantárgyak
Science
Mathematics.
módszertan
Study and teaching
url https://doi.org/10.1007/978-3-319-97475-0
illustrated Illustrated
dewey-hundreds 500 - Science
dewey-tens 500 - Science
dewey-ones 507 - Education, research & related topics
dewey-full 507.1
dewey-sort 3507.1
dewey-raw 507.1
dewey-search 507.1
first_indexed 2023-12-27T11:42:38Z
last_indexed 2023-12-29T19:49:22Z
recordtype opac
publisher Cham : Springer International Publishing : Imprint: Springer
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score 13,36459
generalnotes 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.

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