Page 133 - e-Kongre Bildiriler Kitabı

STEM Pedagogical Content Knowledge

After Shulman introduced the concept of Pedagogical Content Knowledge (PCK) in 1986,
Technology Pedagogical Content Knowledge (TPCK) offered by Mishra and Koehler by integrating the

technology into the concept of PCK in 2006. Nowadays, updating this concept in line with educational

reforms will contribute to the quality of teacher education. Especially, in the field of science education,
the concept of "STEM" should be integrated into the PCK in the direction of STEM-focused reforms. It

is also necessary to think over and discuss about what the types of sub-knowledge that will emerge as a
result of this integration, and the issue of how this concept can be included in teacher education. Saxton,

Burns, Holveck, Kelley, Prince Rigelman, and Skinner (2014) offer the concept of ‘STEM PCK’ and

state that the purpose of STEM PCK is to focus on student thinking about STEM topics. In this paper,
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the aim is to describe STEM pedagogical content knowledge and its components.

A New Vision in Professional Development: STEM PCK
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In the present and future centuries, individuals should be able to integrate knowledge and skills

in different disciplines to solve problems they face, not just to improve memorizing ability. For this
reason, teachers need to have the desired level of STEM PCK. In addition, integration of more specific

areas (ex. environment) of knowledge and skills related to the STEM PCK (ex. environmental STEM
PCK) will help to accomplish the goal(s) (such as, educating qualified environmental STEM literate

individuals) related to the integrated area.

According to Kaya and Elster (2019), STEM PCK have 3 different knowledge components (in figure
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2):

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“ STEM Content Knowledge (knowledge on STEM and Environment), Pedagogical Knowledge
(knowledge on how to teach environment-related STEM activities), STEM-K (disciplinary knowledge
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required for the integration of science, technology, engineering and mathematics as environmentally

friendly, in additional knowledge of the relationship between the environment and the subjects to be
taught about STEM).”

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