Springer Pedagogical Content Knowledge in STEM: Research to Practice (Advances in STEM Education)

Product Description 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. From the Back Cover 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. About the Author 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 develop