Guidelines for Using Pedagogical Content Knowledge and Teaching for Stem Education of Pre-Service Science Teachers

Abstract

This case study research aims to understand the pedagogical content knowledge (PCK) and practice for STEM Education of pre-service science teachers. The PCK is the main factor that affects a teacher’s practice. Therefore, this study would like to find the answers to this questions; what are the pre-service science teachers’ understandings and practices in all aspects of PCK for teaching STEM Education? Data sources consisted of semi-structured interview, lesson plans, and reflective journal using a content analysis and triangulation method. The results indicated that 4 pre-service science teachers had misconception of pedagogical content knowledge (PCK) especially; 1) beliefs of nature of science and 2) Knowledge of teaching strategy. Particularly, beliefs about the nature of science influence the practice of teaching in the
classroom. As for Knowledge of curriculum, learner and learning, and assessment, all 5 pre-service science teachers had understanding and could give give examples with explanations clearly. In addition, the research shows that when pre-service science teachers have a better understanding who will become more confident in the practice of science teaching for STEM education. Therefore, the researcher suggests that the integration of knowledge in all aspects of PCK for teaching methods to the relevant subjects in the science teacher education, should be improved.