Chapter 6 Pedagogical Content Knowledge of Young Scientists in Promoting STEM Learning in an Informal Context
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Abstract
Informal STEM education acts as a complement to formal education in attracting students to participate in STEM fields. Previous studies have shown a positive effect on students who are engaged in informal STEM activities in terms of knowledge, attitude and interest in STEM and the desire to engage in STEM careers. However, less is known about what aspects of informal mentoring that help school students to learn STEM effectively. What competencies (knowledge, skills and attitudes) are needed to be effective STEM facilitators who may not be pedagogue skilled? This chapter begins with the current theoretical view of pedagogical content knowledge (PCK) and an analysis of PCK for integrated instruction in formal and informal settings. The chapter then describes an exploratory study on an integrated STEM camp program. Students participated in the program were asked on how did their facilitators (young scientists) helped them acquire STEM knowledge and skills. The data were thematically analyzed and were then interpreted using the lens of PCK for integrated STEM. Findings highlighted that the PCK for integrated STEM in informal settings include content knowledge, psychomotor skills for handling materials and equipment for integrated STEM instruction, inquiry and problem-solving skills, and meta-reflective questioning techniques. In addition to knowledge and skills, disposition of the facilitators’, such as advising and sharing, can contribute to lessening the gap between the students, the facilitators and the STEM disciplines and these dispositions are equally important to the effective implementation of integrated STEM activities especially in the context of an Asian culture.