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|\n\n2015  \nExploring Links between Pedagogical Knowledge Practices and Student Outcomesin STEM Education for Primary Schools  \nPeter Hudson  \nQueensland University of Technology, [pb.hudson@qut.edu.au](pb.hudson@qut.edu.au)  \nLyn English Les Dawes Donna King Steve Baker  \nRecommended Citation  \nHudson, P., English, L., Dawes, L., King, D., & Baker, S. (2015). Exploring Links between Pedagogical Knowledge Practices and Student Outcomes in STEM Education for Primary Schools. Australian Journal of Teacher Education, 40 (6).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol40/iss6/8](http://ro.ecu.edu.au/ajte/vol40/iss6/8)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss6/8](http://ro.ecu.edu.au/ajte/vol40/iss6/8)  \nAustralian Journal of Teacher Education  \nExploring Links between Pedagogical Knowledge Practices and Student Outcomes in STEM Education for Primary Schools  \nPeter Hudson  \nLyn D. English  \nLes Dawes  \nDonna King  \nQueensland University of Technology  \nSteve Baker  \nAnglican Day School  \nAbstract: Science, technology, engineering, and mathematics (STEM)  \neducation is an emerging initiative in Australia, particularly in primary  \nschools. This qualitative research aimed to understand Year 4 students’  \ninvolvement in an integrated STEM education unit that focused on science  \nconcepts (e.g., states of matter, testing properties of materials) and  \nmathematics concepts (e.g., 3D shapes and metric measurements) for  \ndesigning, making and testing a strong and safe medical kit to insulate  \nmedicines (ice cubes) at desirable temperatures. Data collection tools included student work samples, photographs, written responses from students and the teacher, and researcher notes. In a post-hoc analysis, a pedagogical knowledge practice framework (i.e., planning, timetabling, preparation,  \nteaching strategies, content knowledge, problem solving, classroom  \nmanagement, questioning, implementation, assessment, and viewpoints) was  \nused to explain links to student outcomes in STEM education. The study  \nshowed how pedagogical knowledge practices may be linked to student  \noutcomes (knowledge, understanding, skill development, and values and  \nattitudes) for a STEM education activity.  \nIntroduction  \nThe urgency to advance science, technology, engineering, and mathematics (STEM) education is evident in the repeated calls by Australia's Chief Scientist (e.g. , 2014) . While science tends to dominate many of the STEM reports, engineering education is receiving less attention especially with respect to the primary school (e.g. , Bullen & Haeusler, 2010) . Yet, the importance of early engineering education is well documented (e.g., Brophy, Klein, Portsmore, & Rogers, 2008; Cantrell & Ewing-Taylor, 2009). Engineering experiences can bring a real-world engagement for students towards understanding mathematical functions (Sharp, Zachary, & Luttenegger, 2006) and scientific concepts (Youl, 2001) . Although some studies have investigated how STEM education may be embedded within science classes (Cantrell, Pekcan, Itani, & Velasquez-Bryant, 2006), most existing studies appear to investigate STEM within secondary schools (e.g., Donna, 2009). In addition, pedagogical knowledge for STEM education appears in need of further study to better inform the teaching of STEM disciplines.  \nAn aim of the current unit was to explore possible linkages between pedagogical knowledge practices (Figure 1) and student outcomes in STEM education for year 4 students. For the purposes of this study, student outcomes can be considered as positive, negative or indifferent. Student outcomes have been identified around three broad parameters for  \nVol 40, 6, June 2015 134  \nAustralian Journal of Teacher Education  \nassessment, namely: (1) students’ knowledge and understanding, (2) demonstration of skills, and (3) values and attitudes wi","cbCaidLCwclmN76F","https://ap.wps.com/l/cbCaidLCwclmN76F","pdf",2281820,"English","# Introduction\n# Conceptual Framework\n# Methodology and Data Collection\n# Pedagogical Knowledge Practice Framework\n# Student Outcomes in STEM Education","[{\"question\":\"What integrated STEM activity did the Year 4 students complete?\",\"answer\":\"Students designed, made, and tested a strong and safe medical kit to insulate medicines at desirable temperatures, using science and mathematics concepts.\"},{\"question\":\"What kinds of data were collected for the study?\",\"answer\":\"The study used student work samples, photographs, written responses from students and the teacher, and researcher notes.\"},{\"question\":\"How was the pedagogical knowledge practice framework used in the analysis?\",\"answer\":\"A pedagogical knowledge practice framework covering planning, teaching strategies, content knowledge, problem solving, classroom management, questioning, implementation, and assessment was used in post-hoc analysis to explain links to student outcomes.\"}]","Exploring Links between Pedagogical Knowledge Practices and Student Outcomes in STEM Education for Primary Schools | PDF",1792077640,48]