การรับรู้ในความรู้ในเนื้อหาผนวกวิธีการสอนสะเต็มศึกษาของครู: กรณีศึกษาโรงเรียนมัธยมศึกษาแห่งหนึ่งในจังหวัดพิษณุโลก

Pradapchai Inmanee; Thitiya  Bongkotphet; Sirinapa  Kijkuakul

doi:10.14456/psruhss.2025.32

Authors

Pradapchai Inmanee Faculty of Education, Naresuan University, Phitsanulok 65000
Thitiya Bongkotphet Faculty of Education, Naresuan University, Phitsanulok 65000
Sirinapa Kijkuakul Faculty of Education, Naresuan University, Phitsanulok 65000

DOI:

https://doi.org/10.14456/psruhss.2025.32

Keywords:

STEM education, PCK for stem, In-service teacher

Abstract

This research aimed to explore science and mathematics teachers’ perception of pedagogical content knowledge (PCK) for STEM in a secondary school in Phitsanulok where STEM education course is taught. The participants were thirty-six in-service teachers who were the members of the school’s science and mathematics division. Three research instruments were employed to collect data: 1) a questionnaire on teachers’ perception of PCK for STEM, 2) a semi-structured interview protocol, and 3) classroom observation protocol. The data were analyzed using descriptive statistics and content analysis. The findings indicated that the in-service science teachers perceived to have PCK for STEM at a good level in every component. However, when considering the details of each component, it was found that the participating teachers perceived to have the knowledge of curriculum and instructional strategies at a low level. They reported to be unable to set goals or objectives of the curriculum nor to be able to analyze learning misconceptions or difficulties of students. They were not skilled in teaching STEM content that did not belong to the field of study they graduated from and lacked a deep understanding of the engineering design process.

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