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<p>This study investigates how teachers develop Pedagogical Content Knowledge (PCK) when implementing outdoor STEM education, which connects abstract concepts to authentic contexts while fostering 21st-century skills. While research has extensively documented PCK in traditional settings, limited attention has been given to its adaptation for outdoor learning environments. Through a collective case study approach, this research examined three teachers with varying levels of STEM experience as they implemented outdoor activities over one academic semester. Data collected through questionnaires, focus group interviews, and classroom observations were analyzed using thematic analysis within an interpretivist paradigm. Findings revealed that teachers developed specialized PCK encompassing four key dimensions: (1) navigating curriculum constraints, (2) adapting instructional strategies for outdoor environments, (3) fostering collaborative teaching and creative resource management, and (4) extending impact beyond immediate activities. This specialized PCK differs from traditional STEM PCK in its emphasis on managing unpredictable conditions, utilizing natural materials, addressing unique safety considerations, and employing authentic assessment methods. The study suggests that teacher preparation programs should provide opportunities for direct experience with outdoor STEM activities, mentoring support, and structured reflection on practice.</p>

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Understanding Teacher Practices in Outdoor STEM Implementation: A Pedagogical Content Knowledge Perspective

  • 期刊论文

  • 发表日期：

    2025年6月20日

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  • Sasithep Pitiporntapin,
  • Oraphan Butkatunyoo,
  • Chatsiri Piyapimonsit,
  • Thananun Thanarachataphoom,
  • Sareeya Chotitham,
  • Usanee Lalitpasan

摘要

This study investigates how teachers develop Pedagogical Content Knowledge (PCK) when implementing outdoor STEM education, which connects abstract concepts to authentic contexts while fostering 21st-century skills. While research has extensively documented PCK in traditional settings, limited attention has been given to its adaptation for outdoor learning environments. Through a collective case study approach, this research examined three teachers with varying levels of STEM experience as they implemented outdoor activities over one academic semester. Data collected through questionnaires, focus group interviews, and classroom observations were analyzed using thematic analysis within an interpretivist paradigm. Findings revealed that teachers developed specialized PCK encompassing four key dimensions: (1) navigating curriculum constraints, (2) adapting instructional strategies for outdoor environments, (3) fostering collaborative teaching and creative resource management, and (4) extending impact beyond immediate activities. This specialized PCK differs from traditional STEM PCK in its emphasis on managing unpredictable conditions, utilizing natural materials, addressing unique safety considerations, and employing authentic assessment methods. The study suggests that teacher preparation programs should provide opportunities for direct experience with outdoor STEM activities, mentoring support, and structured reflection on practice.