Journal of Guangxi Teachers Education University (Philosophy and Social Sciences Edition) ›› 2018, Vol. 54 ›› Issue (2): 105-111.doi: 10.16088/j.issn.1001-6597.2018.02.015

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Analysis of TPCK Knowledge Structure of STEM Teachers in Middle School

WANG Zhuo-yu1,FAN Rui-jing2   

  1. 1. Faculty of Arts, Changchun University, Changchun130022;
    2. College of Information Sciences and Technology in Northeast Normal University, Changchun130117, China
  • Received:2017-10-16 Online:2018-03-20 Published:2018-07-13

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Abstract: As STEM education is widely available in the United States and around the world, for teachers who implement STEM education, how to provide a stereoscopic knowledge structure to help teachers to organize the knowledge frame becomes the first problem. As a new knowledge structure of teachers in technical environment, TPACK provides an idea for solving this problem. In this article, the author analyzes the feasibility and fit point of using TPACK to comb STEM teachers’ knowledge structure from three parts including theoretical basis, methodological approach and path strategy. Then according to the disciplinary integration characteristics of STEM courses, the author puts emphasis on analyzing and combing STEM teachers’ technical knowledge, pedagogical knowledge and subject content knowledge. In the end, it forms a systematic, developmental and learner-centered TPCK structure unique to STEM teachers. The knowledge structure consists of three dimensions and seven aspects, the specific contents being technical knowledge (knowledge of technology itself and knowledge of technology usage), pedagogical knowledge (STEM teaching knowledge, STEM course knowledge and STEM learner knowledge) and content knowledge (science and engineering technical knowledge, arts and social sciences knowledge).

Key words: STEM, teacher knowledge structure, TPACK, TPCK

CLC Number: 

  • G451
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