Exploring Teacher's Pedagogical Content Knowledge Improvement: The Opportunity and Challenging of Integrated STEM Learning Approach for Non-STEM Majors

Abstract

The urgency of developing pedagogical content knowledge (PCK) had been investigated in many studies. This was in line with the emerging trend of STEM learning approaches recently. We explored non-STEM teacher's PCK improvement, where teachers teach in the fields of study that lead to disciplines of science, technology, mathematics, and engineering in an integrated manner. However, only a few studies have reported perceptions of non-STEM teacher's perception towards their PCK that were associated with the implementation of an integrated STEM-based approach. This study was aimed to explore non STEM teacher's PCK improvement that was related to the integrated STEM learning approach. We used explanatory mixed method design to collect the data, then the data were analyzed using qualitative descriptive technique. Results indicated that teachers' PCK improvement reached the satisfying expectation. Their PCK were increased in STEM dimension even though they were actually from non-STEM majors. However, this study only revealed that teachers' beliefs about PCK were related to the STEM approach. Further research should have reached the form of PCK actualization that can be shown by the teacher.