Teachers’ Professional Knowledge to Develop STEM Integrated Tasks

Authors

  • Maria Cristina Costa Instituto Politécnico de Tomar, Portugal
  • António Domingos NOVA School of Science & Technology, New University of Lisbon, Portugal http://orcid.org/0000-0002-5362-5691

DOI:

https://doi.org/10.15823/p.2023.149.4

Keywords:

professional development, teachers’ knowledge, STEM, hands-on, primary school

Abstract

This study presents developments on the professional knowledge needed to implement STEM hands-on tasks by teachers. Research was developed in the framework of a teachers’ professional development programme designed to provide knowledge for them to be capable of implementing this kind of tasks. With a qualitative methodology, we verified that teachers need to attain a specialized theoretical and technical knowledge to develop STEM integrated hands-on tasks and effectively implement them in class.

Author Biography

António Domingos, NOVA School of Science & Technology, New University of Lisbon, Portugal

AD is PhD in Education Sciences, in Mathematics Education. Coordinator of UIED - Education and Development Research Unit, where he is Researcher Responsible for several research projects funded by the Foundation for Science and Technology. Coordinator of the Doctoral Program in Education and the master's degree in Education, both of FCT-NOVA Lisboa.

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Published

2023-09-18

How to Cite

Costa, M. C., & Domingos, A. (2023). Teachers’ Professional Knowledge to Develop STEM Integrated Tasks. Pedagogika, 149(1), 82–104. https://doi.org/10.15823/p.2023.149.4

Issue

Vol. 149 No. 1 (2023): Pedagogika

Section

Articles

License

Copyright (c) 2023 Maria Cristina Costa, António Domingos

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.