Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Other Education
Stem Pedagogical Content Knowledge Scale (Stempck): A Validity And Reliability Study, Bekir Yıldırım, Emine Şahin Topalcengiz
Stem Pedagogical Content Knowledge Scale (Stempck): A Validity And Reliability Study, Bekir Yıldırım, Emine Şahin Topalcengiz
Journal of STEM Teacher Education
The aim of this study was to develop the STEM Pedagogical Content Knowledge Scale (STEMPCK Scale). Exploratory and confirmatory factor analyses were conducted to examine the structural validity of the scale. Exploratory factor analysis of the scale was conducted using data from 443 preservice teachers who were studying to become science teachers, preschool teachers, elementary school teachers, and mathematics teachers. The confirmatory factor analysis of the scale was conducted using data from 212 students who were enrolled in the same departments. The scale was administered to 655 preservice teachers in total. To determine the reliability of the scale, the Cronbach’s …
Educators’ Perceptions Of Integrated Stem: A Phenomenological Study, Brian K. Sandall, Darrel L. Sandall, Abram L. J. Walton
Educators’ Perceptions Of Integrated Stem: A Phenomenological Study, Brian K. Sandall, Darrel L. Sandall, Abram L. J. Walton
Journal of STEM Teacher Education
The study utilized a semistructured interview approach to identify phenomena that are related to integrated STEM education by addressing the question: What are the critical components of an integrated STEM definition and what critical factors are necessary for an integrated STEM definition’s implementation? Thirteen expert practitioners were identified and interviewed. The interviews were transcribed and analyzed for content in three different ways: by person, by interview question, and across all interviews using exploratory data analysis methods. Ten identified phenomena were grouped into two classes: structural implementation phenomena and interpersonal implementation phenomena. The structural implementation phenomena were: subject integration, project-based learning, …