Locating Personal Pedagogical Content Knowledge of Science Teachers within Stories of Teaching Force and Motion

Azam, Saiqa

doi:10.29333/ejmste/8941

Cited by 7 publications

(10 citation statements)

References 41 publications

(59 reference statements)

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“…Such presentation of science in critical documents, it is believed, creates an impression amongst science teachers to the extent that other equally important aspects about the goals and purpose of science teaching seem subsumed into this. As argued by Azam (2020) and Friedrichsen and Dana (2005), contexts such as curriculum materials, school ethos, etc., play a significant role in shaping the beliefs of the teachers which they articulate or manifest during teaching. Similarly, Suh and Park (2017) indicate that the policies and socio-political priorities that teachers are exposed to tend to influence what teachers conform to in terms of beliefs.…”

Section: Discussionmentioning

confidence: 99%

“…While this might be taken as a misalignment of goals of science, the general view is that this observation suggests that goals of science are topic-specific. Azam (2020) noted that teachers' approach to teaching science must necessarily be different due to the demands of the nature of the concepts inherent in each topic as shaped by the curriculum and context. What this means is that for specific topics, a researcher would be able to observe specific goals being manifested during teaching.…”

Section: Discussionmentioning

confidence: 99%

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Exploring in-Service Science Teachers’ Beliefs About Goals or Purposes of Science Teaching

Maseko

Khoza

2021

JBSE

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Research indicates that teachers’ beliefs about goals or purposes of science teaching, as one dimension of science teaching orientations, influence what happens in the classroom. The purpose of this research was to explore the self-reported and enacted goals or purposes of science teaching of four in-service Malawian science teachers using the curriculum emphases concept as a theoretical lens. This research used qualitative case study research design. Semi-structured interviews and classroom observations were used to explore teachers’ self-reported and enacted goals or purpose of science teaching, respectively. A deductive analysis approach was used to analyze interview and classroom observation transcripts, to understand the teacher’s goals or purposes. Results reveal that while teachers have multiple self-reported goals or purpose of science teaching, most of these are not enacted during teaching in the classrooms. This suggests the topic-specific nature of the goals or purposes. Results also show that all the teachers were not aware of the self-as-explainer goal or purpose of science teaching both during interviews and instruction. These findings are discussed, and implications are proposed for science in-service teacher professional development and pre-service teachers’ training programs. Keywords: science teachers’ beliefs, curriculum emphasis, goals or purposes, science teaching orientations, teacher professional knowledge

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Exploring in-Service Science Teachers’ Beliefs About Goals or Purposes of Science Teaching

Maseko

Khoza

2021

JBSE

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“…Within the landscape of teachers' knowledge base, Shulman (1987) pointed to PCK as the most prominent component of teacher knowledge that is essential for teaching. PCK refers to teachers' knowledge and skills as it relates to representing particular scientific concepts, by using powerful representations and illustrations so that it becomes easy for students to understand (Azam, 2020;Fischer et al, 2012;Morrison & Luttenegger, 2015). Azam (2020) referred to this conception as topic-specific pedagogical construction (TSPC).…”

Section: Research Focusmentioning

confidence: 99%

“…PCK refers to teachers' knowledge and skills as it relates to representing particular scientific concepts, by using powerful representations and illustrations so that it becomes easy for students to understand (Azam, 2020;Fischer et al, 2012;Morrison & Luttenegger, 2015). Azam (2020) referred to this conception as topic-specific pedagogical construction (TSPC). Therefore, PCK is a collection of TSPCs that a teacher develops during teaching of a particular topic, such as force concepts, over a long time.…”

Section: Research Focusmentioning

confidence: 99%

Science Teachers’ Perceptions of Their Knowledge Base for Teaching Force Concepts

Marake

Jita

Tsakeni

2022

JBSE

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It is important for students to understand force concepts because they are central to learning physics and other sciences; however, students find it difficult to understand. There are calls for teachers to tap into their professional knowledge and develop beliefs that help them assist students comprehend the topic. To meet this challenge, teachers’ perceptions of their knowledge base for teaching force concepts should be probed because perceptions act as windows into teachers’ practices. This study, therefore, explored physics teachers’ perceptions of their knowledge base for teaching force concepts. Science teachers’ pedagogical content knowledge (PCK) frameworks were used to develop a questionnaire based on a 5-point Likert scale administered to 100 physical science teachers who were randomly selected from 54 schools in five districts in Lesotho. Data were analysed using descriptive statistics. The results suggest that, even though teachers reported positive views about their knowledge base, there is no correlation between sub-components of curricular knowledge. It is concluded that teachers should build the curricular knowledge by participating in collaborative activities. It is, therefore, recommended that studies that probe teachers’ actual knowledge of PCK constructs are executed, so that appropriate information is available when planning professional development activities targeting teachers’ PCK. Keywords: force concepts, pedagogical content knowledge, teacher knowledge, teachers’ perceptions of knowledge

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“…This study and many other studies have demonstrated that pedagogical content knowledge is very particular to each teacher, concepts being taught and is much more than merely subject matter knowledge and that it grows through time due to teaching experience. During the teaching process, each tutor's PCK is unique in that it demands tutors to transform their subject content knowledge for teaching purposes (Azam, 2020;Shulman, 1986).…”

Section: What Pck Was Exhibited By Science Tutors Of the Colleges Of ...mentioning

confidence: 99%

Pedagogical Content Knowledge of Science Tutors and Its Influence on Their Trainees

Bayuo¹,

Abukari²,

Alagbela³

et al. 2022

Contemporary Mathematics and Science Education

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This study presents the pedagogical content knowledge of science tutors of colleges of education and its impact on the pedagogical content knowledge advancement of teacher trainees. A descriptive survey design was employed to obtain data for the study using 120 teacher trainees and six science tutors from two colleges of education. The research instruments used for the study were a questionnaire, interview guide, and observation checklist. The study found that the pedagogical content knowledge demonstrated by the science tutors was dependent on the number of years of teaching experience and qualification. Out of the six tutors, two tutors demonstrated the highest pedagogical content knowledge with 10-12 years of teaching experience. The Pearson's product-moment correlation coefficient (r) was found to be reaching unity suggesting that the science tutors' pedagogical content knowledge has a very strong positive influence on their teacher trainees' pedagogical content knowledge development. About 62.5-87.5% of their pedagogical content was influenced by the pedagogical content knowledge of their tutors. Based on the findings, the study recommends adaptation of a transformative model of pedagogical content knowledge, for initial training of teacher trainees starting out as teachers and continuous training for experienced teachers who are learning to teach new subjects. This will offer a mechanism for changing practice.

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Locating Personal Pedagogical Content Knowledge of Science Teachers within Stories of Teaching Force and Motion

Cited by 7 publications

References 41 publications

Exploring in-Service Science Teachers’ Beliefs About Goals or Purposes of Science Teaching

Exploring in-Service Science Teachers’ Beliefs About Goals or Purposes of Science Teaching

Science Teachers’ Perceptions of Their Knowledge Base for Teaching Force Concepts

Pedagogical Content Knowledge of Science Tutors and Its Influence on Their Trainees

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