What affects Japanese science teachers’ pedagogical perspectives in lower secondary schools? A case study of international comparison between Hiroshima (Japan) and Leeds (England)

Nozoe, Susumu; Isozaki, Tetsuo

doi:10.1080/09500693.2020.1817608

Cited by 3 publications

(2 citation statements)

References 29 publications

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“…(Doyle et al, 2019) suggest a study of practice in technology education in a coherent methodology. (Nozoe & Isozaki, 2020) work in science education by comparing the pedagogical perspectives of teachers in Hiroshima (Japan) and Leeds (England). Put the five components of science teaching in PCK.…”

Section: Pck As a Theoretical Backgroundmentioning

confidence: 99%

Seeing the Role of PCK and TPACK from the Perspective of Science Education Researchers in 2018-2020: What's Next?

Baihaqi

Jumadi

Zakwandi

2021

JPS Universitas Muhammadiyah Semarang

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The aim of this paper is portraying PCK and TPACK study by science education researchers’ perspective in 2018-2020 so that it can be used as support, theoretical background or clue for the next researcher who interested on this framework. Content analysis used as method for this qualitative study. Subjects are 25 open access articles that published in Journal of Teacher Education, Teaching & Teacher Education, and etc. The result shows PCK and TPACK still be one of urgent and loved research by three continents, they are America. Europe, and Asia. We divided the topic as 2 part, 5 themes for PCK, and 3 themes for TPACK. Themes for PCK are the need for professional knowledge of science teachers, relationships among PCK components, PCK as a theoretical background, examining PCK, and development of PCK. Themes for TPACK are TPACK used as theoretical background, interconnection among domain of TPACK, and development of TPACK.

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Section: Pck As a Theoretical Backgroundmentioning

confidence: 99%

Seeing the Role of PCK and TPACK from the Perspective of Science Education Researchers in 2018-2020: What's Next?

Baihaqi

Jumadi

Zakwandi

2021

JPS Universitas Muhammadiyah Semarang

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“…In the end, this misconception leads us to teaching physics / science by teachers. The teaching of science has five important components that are interrelated in a highly complex way (Nozoe & Isozaki, 2020). Which are those components conceptualized against a framework called Pedagogical Content Knowledge (PCK).…”

Section: Introductionmentioning

confidence: 99%

Development of Physics E-book Based on Technological Pedagogical Content Knowledge (TPACK) on Thermodynamic Laws Topic

Baihaqi

Purwaningsih

Sulur

et al. 2022

JPFI

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This research was developmental research with aims to develop, knowing validity and practicability of thermodynamics e-book based on TPACK. This research was using 4D models and did only as far as develop step. The result based on 4D model steps were (1) Define produces task analysis to fulfil 21st century skill, (2) Design produces 2 product which are teacher book and student book, (3) Develop step produces result of validation and the last product (e-book/flipbook for teacher and student). Expert validation showed the teaching instructional material is valid, learning planning is valid, Content Representation is valid, and e-book is valid. 89,5% students responded this e-book very interesting. This e-book can be said quite practically. Limited trial and small experiment were carried out in one of class in senior high school of one Ngoro Mojokerto and concluded that the increase in the stabilization of sub-topic introduction to Temperature and the Thermodynamics Zero Low is high through the activity of comparing (Let’s Compare). Students can learn thermodynamics by keeping up with science and technology developments by this e-book. The practical benefit is helping the success of learning process carried out at school and home because e-books are provided in 2 forms, teacher book and student book.

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The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Susilayati,

Hardyanto,

Supriyadi

et al. 2024

Review of Education

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The COVID‐19 global pandemic was a socio‐scientific issue (SSI) that had an impact on various aspects of life including education. Educational institutions adapted to new learning, teaching and assessment approaches to be effective in responding to the pandemic. This study aims to determine the research trends and contributions of science education during the COVID‐19 pandemic in order to follow up on possible impacts and other crises in the future. The study involved a narrative systematic literature review of 898 articles published in three selected journals from 2018 to 2021. The analysis was divided into two stages. First, to compare research trends between 2018 and 2019 as the baseline with research trends for 2020–2021 during COVID‐19. Second, to systematically analyse the content of articles published between 2020 and 2021 to explore the contribution of science education amidst COVID‐19 descriptively. The results show that the empirical type of research during the COVID‐19 pandemic has increased compared to the baseline. Research topics on learning contexts dominate the baseline and amidst the pandemic, but ‘teaching’ topics are current and future trends in science education research. The three selected journals contributed many publications related to understanding and resolving the crisis during the COVID‐19 pandemic directly and indirectly. In addition, science education amidst COVID‐19 contributes to preparing the younger generation to become resilient citizens capable of dealing with crises. Direct evidence of preparing resilient citizens amidst the COVID‐19 pandemic is contributed by technological and pedagogical knowledge, content and context knowledge, futurising education, and student mobility programmes in science education. Furthermore, indirect evidence is contributed by science education publications published in the three selected journals between 2020 and 2021. Most publications are carried out at the high school level. More articles in the integrated sciences are published than in separate disciplines such as physics, chemistry, biology and earth/space science. Furthermore, the details of research trends and contributions of science education amidst the COVID‐19 pandemic are discussed.

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What affects Japanese science teachers’ pedagogical perspectives in lower secondary schools? A case study of international comparison between Hiroshima (Japan) and Leeds (England)

Cited by 3 publications

References 29 publications

Seeing the Role of PCK and TPACK from the Perspective of Science Education Researchers in 2018-2020: What's Next?

Seeing the Role of PCK and TPACK from the Perspective of Science Education Researchers in 2018-2020: What's Next?

Development of Physics E-book Based on Technological Pedagogical Content Knowledge (TPACK) on Thermodynamic Laws Topic

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

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