Aiming to continue his education, Lian-Cang Xu went to Psychological Research Institute of Russian Soviet Federated Socialist Republic RSFSRR) Pedagogical Science Academy2 in 1958 (Fig. 2), and received a Kandidat Nauk degree3 in 1962.
This paper reports on the design and the implementation of the Technological Pedagogical Science Knowledge (TPASK), a new model for science teachers professional development built on an integrated framework determined by the Technological Pedagogical Content Knowledge (TPACK) model and the authentic learning approach.
The Didactics of Science pleads for a model in which the teacher acts as mediator between pedagogical sciences and the students' psychological profile.
Even after I had introduced different pedagogical approaches, science process skills, and inquiry, and after their implementations of LPs, one of my students declared that experiments and models are made to verify information.
After introducing the theoretical background to a selection of pedagogical approaches, science process skills, and inquiry, the second author and I gave each group a topic for the first LP, recognizing that this would be the students' first microteaching experience in a teacher education program.
Recent interest in improving pedagogical approaches in science, technology, engineering, and mathematics (STEM) fields has stimulated research at many universities.
The National Research Council (2012) reports that while there are many common pedagogical approaches across science and engineering, there are also "important differences that reflect differences in their parent disciplines and their histories of development" (p. 3).
Several of her currently funded NSF grant deal areas of assessment studies of classroom material science pedagogical implementations; case studies in various engineering disciplines and; engineering faculty barriers to adopt evidence-based (or non-traditional) teaching methods.
In the past five or more decades hands-on practical work has been considered to be the preferred pedagogical approach in science education, with teachers arguing that it is motivational for students, and students saying that practical work is less boring than writing (Abrahams, 2009; Moeed, 2016).
Students especially appreciated the integration of their teaching with the pedagogical study of science education.
Although a plethora of innovative curricular and pedagogical approaches to science education have been developed and investigated, the translation and implementation of these findings have been weak (Woodin et al., 2010).
