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

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Title: Understanding Teacher Practices in Outdoor STEM Implementation: A Pedagogical Content Knowledge Perspective.
Authors: Pitiporntapin, Sasithep1 (AUTHOR) fedustp@ku.ac.th, Butkatunyoo, Oraphan1 (AUTHOR) oraphan.b@ku.th, Piyapimonsit, Chatsiri1 (AUTHOR) chatsiri.p@ku.th, Thanarachataphoom, Thananun1 (AUTHOR) thananun.t@ku.th, Chotitham, Sareeya1 (AUTHOR) sareeya.ch@ku.th, Lalitpasan, Usanee2 (AUTHOR) yanni.usanee@gmail.com
Source: Research in Science Education. Apr2026, Vol. 56 Issue 2, p403-425. 23p.
Subject Terms: *Pedagogical content knowledge, *Outdoor education, *Teaching methods, *Authentic assessment, *Teaching teams, *Teacher education, *Curriculum change
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Understanding Teacher Practices in Outdoor STEM Implementation: A Pedagogical Content Knowledge Perspective.
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  Data: <searchLink fieldCode="JN" term="%22Research+in+Science+Education%22">Research in Science Education</searchLink>. Apr2026, Vol. 56 Issue 2, p403-425. 23p.
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11165-025-10272-y
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      – SubjectFull: Outdoor education
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      – SubjectFull: Teaching methods
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      – SubjectFull: Authentic assessment
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      – SubjectFull: Teaching teams
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      – SubjectFull: Teacher education
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      – SubjectFull: Curriculum change
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              Text: Apr2026
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              Y: 2026
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