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1.
This study identifies proficiency levels in pre-service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre-service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific level. Previous research has presented a model of proficiency levels in pre-service physics teachers' PCK; however, evidence for the model's validity is still lacking. According to the Refined Consensus Model of PCK, factors such as teachers' content knowledge (CK), their teaching experience, and their beliefs about teaching and learning science promote PCK development. Thus, understanding how and when pre-service physics teachers' CK, teaching experience, and beliefs contribute to their proficiency can bring insights into how teacher education can promote PCK development. To address this issue, N = 427 observations of pre-service physics teachers were analyzed. Utilizing the scale anchoring procedure, four different proficiency levels in pre-service physics teachers' PCK were identified. Analyzing these proficiency levels showed that lower levels can be characterized as remembering content-unspecific knowledge, whereas higher levels encompass content-specific strategies to structure and elaborate lessons. Additionally, logistic regression models revealed that pre-service physics teachers' CK is crucial for an increase in PCK proficiency. However, transitions into higher levels of PCK additionally require teaching experience and adequate beliefs about teaching and learning. Thus, our proficiency levels can be used to bring insights into how proficiency in PCK can be supported during teacher education. For example, teacher education should provide courses focusing on the science curriculum and the assessment of student learning to promote pre-service physics teachers' progression in PCK. 相似文献
2.
This article discusses the concept of pedagogical content knowledge (PCK) within the context of science teaching. First, an attempt is made to define this concept within the tradition of research on teachers' craft knowledge and to identify possible purposes of research on PCK. From this point of view, recent research on science teaching is investigated. This investigation identifies teaching experience as the major source of PCK, whereas adequate subject-matter knowledge appears to be a prerequisite. Finally, an empirical study is presented which focuses on PCK with respect to a specific topic—that is, chemical equilibrium. The effects on teachers' PCK of participation in an in-service workshop and conducting an experimental course in classroom practice are reported. This leads to the identification of elements of PCK teachers can use to promote student understanding. It is concluded that research on topic-related PCK may complement research on student learning of specific topics. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 673–695, 1998. 相似文献
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4.
This study examined how the National Board Certification (NBC) process, especially the portfolio creation, influenced candidate teachers' pedagogical content knowledge (PCK). In a larger sense, this study aimed to construct a better understanding of how teachers develop PCK and to establish ecological validity of the National Board assessments. Qualitative research methods, most notably case study, were utilized. Participants were three high school science teachers who were going thorough the NBC process. Data sources included classroom observations, interviews, teachers' reflections, and researcher's field notes. Data were analyzed using the constant comparative method and enumerative approach. Findings indicated that the NBC process affected five aspects of the candidate teachers' instructional practices that were closely related to PCK development: (a) reflection on teaching practices, (b) implementation of new and/or innovative teaching strategies, (c) inquiry‐oriented instruction, (d) assessments of students' learning, and (e) understanding of students. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 812–834, 2008 相似文献
5.
Christoph Kulgemeyer Andreas Borowski David Buschhüter Patrick Enkrott Maren Kempin Peter Reinhold Josef Riese Horst Schecker Jan Schröder Christoph Vogelsang 《科学教学研究杂志》2020,57(10):1554-1582
Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross-lagged panel design to examine the relationship between professional knowledge and actions in one particular instructional situation: explaining physics. Pre- and post a field experience (one semester), 47 preservice physics teachers from four different universities were tested for their content knowledge (CK), PCK, pedagogical knowledge (PK), and action-related skills in explaining physics. The study showed that joint professional knowledge (the weighted sum of CK, PCK, and PK scores) at the beginning of the field experience impacted the development of explaining skills during the field experience (β = .38**). We interpret this as a particular relationship between professional knowledge and science teachers' action-related skills (enacted PCK): professional knowledge is necessary for the development of explaining skills. That is evidence that personal PCK affects enacted PCK. In addition, field experiences are often supposed to bridge the theory-practice gap by transforming professional knowledge into instructional practice. Our results suggest that for field experiences to be effective, preservice teachers should start with profound professional knowledge. 相似文献
6.
Gavin Ward 《Education 3-13》2013,41(6):562-585
A detailed insight into how the current educational climate influences the pedagogical decisions made by primary school teachers when teaching games is limited. Studies examining the pedagogical content knowledge (PCK) of teachers within physical education have revealed its close relationship with specific forms of subject knowledge. In recognition of this, Veal and MaKinster's framework of general, domain and topic-specific PCK was employed to examine 12 primary school teachers' PCK of games. It was concluded that when personal experiences of pedagogy and content knowledge are unchallenged and reinforced by teachers' training and continuing professional development (CPD) programmes, very narrow topic-specific PCK results. This PCK was characterised bythe inseparable paring of constricted pedagogical strategies and limited content knowledge. When teachers do not integrate this very narrow topic-specific PCK with other types of PCK, it has significant repercussions upon the planned curriculum and learning experiences offered to pupils. 相似文献
7.
Durdane Bayram-Jacobs Ineke Henze Maria Evagorou Yael Shwartz Elin Leirvoll Aschim Silvia Alcaraz-Dominguez Mario Barajas Etty Dagan 《科学教学研究杂志》2019,56(9):1207-1233
The purpose of this study is to provide insight into short-term professionalization of teachers regarding teaching socioscientific issues (SSI). The study aimed to capture the development of science teachers' pedagogical content knowledge (PCK) for SSI teaching by enacting specially designed SSI curriculum materials. The study also explores indicators of stronger and weaker development of PCK for SSI teaching. Thirty teachers from four countries (Cyprus, Israel, Norway, and Spain) used one module (30–60 min lesson) of SSI materials. The data were collected through: (a) lesson preparation form (PCK-before), (b) lesson reflection form (PCK-after), (c) lesson observation table (PCK-in-action). The data analysis was based on the PCK model of Magnusson, Krajcik, and Borko (1999). Strong development of PCK for SSI teaching includes “Strong interconnections between the PCK components,” “Understanding of students' difficulties in SSI learning,” “Suggesting appropriate instructional strategies,” and “Focusing equally on science content and SSI skills.” Our findings point to the importance of these aspects of PCK development for SSI teaching. We argue that when professional development programs and curriculum materials focus on developing these aspects, they will contribute to strong PCK development for SSI teaching. The findings regarding the development in the components of PCK for SSI provide compelling evidence that science teachers can develop aspects of their PCK for SSI with the use of a single module. Most of the teachers developed their knowledge about students' understanding of science and instructional strategies. The recognition of student difficulties made the teacher consider specific teaching strategies which are in line with the learning objectives. There is an evident link between the development of PCK in instructional strategies and students' understanding of science for SSI teaching. 相似文献
8.
In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice 总被引：2，自引：0，他引：2
This study examines the development of ways of documenting and portraying science teachers' pedagogical content knowledge (PCK). As a result of a longitudinal study into science teachers' pedagogical content knowledge, a method is developed for capturing and portraying PCK that comprises two important elements. The first is linked to the particular science content, termed Content Representation (CoRe), and the second is linked to teaching practice, termed Professional and Pedagogical experience Repertoire (PaP‐eR). Through this approach new understandings of PCK emerge that are of interest in terms of both academic (knowledge building about PCK) and teaching perspectives. This study includes a full CoRe and one PaP‐eR and fully demonstrates how these two elements interact to begin to portray science teachers' pedagogical content knowledge. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 370–391, 2004 相似文献
9.
This study examined the similarities and differences in experienced secondary science teachers' planning, teaching, and reflecting on their teaching, when teaching in their science area of certification and when teaching in another science area. The study also focused on the influence of these teachers' content knowledge, pedagogical knowledge, and pedagogical content knowledge on their planning, teaching, and reflecting. Experienced teachers were observed and interviewed while teaching classes in their science area of certification, and in another science area they were teaching for the first or second time. Both similarities and differences in teaching were found in the two areas for all three teachers. For example, their planning and postlesson reflections were similar in both areas. In the interactive phase of teaching more differences were observed. Many aspects of their teaching resembled that of expert teachers in other studies. In the unfamiliar science area, the teachers sometimes acted like novice teachers. However, they were able to draw upon their pedagogical knowledge to provide a framework for their teaching in both science areas. Their wealth of pedagogical knowledge, and pedagogical content knowledge for general science topics, seemed to sustain them in whatever content they were teaching. Recommendations for further study and implications for teacher education are discussed. 相似文献
10.
《Teaching and Teacher Education》1995,11(3):293-306
There is a growing body of research on teachers' pedagogical content knowledge (PCK), yet most of it has focused on subject-matter-bounded (specific) PCK and involves teachers in the general classroom (elementary and secondary grades). This study explorers the kinds of interpretative frameworks that university professors use in constructing and implementing PCK. The basic purpose of this study was to better understand the “generic” nature of PCK among exceptional university-level teachers. It analyzes generic PCK in professors across several fields (biology, business, education, kinesiology, music, nursing, special education, and speech communication). Data were obtained from phenomenological interviews with 10 university professors, all of them experienced teachers and recognized by their peers and administrators as eminent. The results emerged from qualitative analysis of the data, and indicate that these professors not only construct and use generic PCK in very similar ways but also that they apply generic PCK in ways that reflect Rubin's (1989) notion of “pedagogical intelligence” and Porter and Brophy's (1988) insights on good teaching. Five generic PCK components emerged: knowledge about (a) the subject matter, (b) the students, (c) numerous instructional strategies, (d) the teaching context, and (e) one's teaching purposes. In addition, the results problematize the traditional “scholar-teacher” dichotomy in higher education. 相似文献
11.
Teachers' pedagogical content knowledge (PCK) is highly important for effective design and implementation of school teaching. Thus, the current status, development and efficacy of this knowledge, its relationships with teaching quality parameters, and its impact on students' learning processes and success, require rigorous examination. Thoroughly validated, objective and reliable test instruments that are highly sensitive to changes in variables of proven knowledge-related relevance in teacher education are also required. Previous attempts to design such instruments for assessing science teachers' PCK have largely focused on mathematical content. Therefore, here we present an instrument (the pedagogical content knowledge in biology inventory, PCK-IBI), based on conceptualizations of teachers' professional competence, for assessing secondary school pre-service biology teachers' PCK. In a series of three evaluations and refinements it was tested with samples of N = 274 and N = 432 German pre-service as well as one sample of n = 65 German pre-service and n = 35 German in-service biology teachers. Item analysis, scale analysis and empirically obtained indicators of validity suggest that the final 34-item-version of the PCK-IBI is unidimensional, provides objective test scores and enables reliable and valid registration of pre-service biology teachers' PCK. Thus, hypotheses regarding specific aspects of the model on which the PCK-IBI's construction is based on are empirically supported. The results of our study provide empirical support for the instrument's potential utility. 相似文献
12.
This study examines Finnish and English primary student teachers' ideas when planning to teach a physics topic during their science education studies. Many primary student teachers lack sufficient subject knowledge, which prevents them from constructing the scientific pedagogical content knowledge that enables them to concentrate on pupils' thinking and process skills needed in a physics topic. Therefore they will have problems constructing learning environments that encourage pupils to take active control of their learning. In order to develop effective pedagogical content knowledge it is of the utmost importance that the science educators responsible for physics courses pay special attention to the promotion of favourable attitudes towards the teaching of physics topics. This can be done by focusing on how to teach some basic familiar topics. Quality, not quantity, is important in focusing on both subject knowledge and pedagogical content knowledge. The construction of pedagogical content knowledge is a complex interrelationship of attitudes, subject, and pedagogical knowledge. All three of them need to be developed to enable students to confidently and effectively teach young children. 相似文献
13.
Jess Gropen Janna F. Kook Cindy Hoisington Nancy Clark-Chiarelli 《Early education and development》2017,28(5):607-631
Young children are able to benefit from early science teaching but many preschool teachers have not had opportunities to deepen their own understanding of science or to develop their pedagogical content knowledge (PCK) in relation to specific science topics and concepts. This study presents the results of efficacy research on Foundations of Science Literacy (FSL), a comprehensive professional development program designed to support teachers’ knowledge of early childhood science; their PCK around 2 physical science topics (water, and balls and ramps); and their abilities to plan, facilitate, and assess young children’s learning during inquiry-based science explorations. Research Findings: In a randomized trial with 142 preschool teachers and 1,004 4-year-old children, FSL teachers demonstrated significantly higher quality science teaching in general and greater PCK in the 2 physical science topics than did teachers in comparison classrooms. Furthermore, children in FSL classrooms performed significantly better than children in comparison classrooms on tasks involving floating and sinking, and an instrumental variable analysis suggests that the quality of classroom science instruction mediated the relationship between teacher participation in FSL and student outcomes. Practice or Policy: Findings support the use of comprehensive early science professional development programs designed to bolster teacher knowledge and PCK. 相似文献
14.
This study examined the pedagogical content knowledge of experienced and novice chemical demonstrators. It specifically delineates the nature of the declarative knowledge associated with science teachers' pedagogical content knowledge. Science teachers who (1) teach abstract concepts in chemistry, (2) have a strong interest in using demonstrations as a science teaching strategy, and (3) have high and low levels of experience conducting chemical demonstrations participated in the study. Clinical interviews were used to probe teachers' pedagogical content knowledge. The findings suggest that the experienced chemical demonstrators possess a greater representational and adaptational repertoire for teaching fundamental concepts in chemistry than novices. They also appeared to be more cognizant of the complexity of chemical demonstrations, how these complexities may interfere with learning, and how simplified variations of chemical demonstrations can promote concept learning. The implications for teacher education programs are discussed. 相似文献
15.
In view of the lack of instruments for measuring biology teachers' pedagogical content knowledge (PCK), this article reports on a study about the development of PCK items for measuring teachers' knowledge of pupils' errors and ways for dealing with them. This study investigated 9th and 10th grade German pupils' (n?=?461) drawings in an achievement test about the knee-jerk in biology, which were analysed by using the inductive qualitative analysis of their content. The empirical data were used for the development of the items in the PCK test. The validation of the items was determined with think-aloud interviews of German secondary school teachers (n?=?5). If the item was determined, the reliability was tested by the results of German secondary school biology teachers (n?=?65) who took the PCK test. The results indicated that these items are satisfactorily reliable (Cronbach's alpha values ranged from 0.60 to 0.65). We suggest a larger sample size and American biology teachers be used in our further studies. The findings of this study about teachers' professional knowledge from the PCK test could provide new information about the influence of teachers' knowledge on their pupils' understanding of biology and their possible errors in learning biology. 相似文献
16.
论化学教师的PCK结构及其建构 总被引：1，自引：0，他引：1
梁永平 《课程.教材.教法》2012,(6):113-119
教师专业发展的核心问题就是发展他们的PCK。化学教师的PCK主要包括基于化学科学理解的化学学科知识、关于学生理解化学的知识、关于化学课程的知识和化学特定课题的教学策略及表征的知识。教师的PCK是在实践中建构和发展的。PCK的发展是一个非线性的、螺旋发展的动态的过程。化学教师PCK建构的基本策略是:形成促进PCK发展的教学思维方式,提升对化学科学的理解水平,关注学生对于化学的理解,发展化学课程知识,提高整合转化能力,多渠道丰富PCK资源库。 相似文献
17.
Anna Bergqvist Michal Drechsler Shu-Nu Chang Rundgren 《International Journal of Science Education》2016,38(2):298-318
Researchers have shown a growing interest in science teachers’ professional knowledge in recent decades. The article focuses on how chemistry teachers impart chemical bonding, one of the most important topics covered in upper secondary school chemistry courses. Chemical bonding is primarily taught using models, which are key for understanding science. However, many studies have determined that the use of models in science education can contribute to students’ difficulties understanding the topic, and that students generally find chemical bonding a challenging topic. The aim of this study is to investigate teachers’ knowledge of teaching chemical bonding. The study focuses on three essential components of pedagogical content knowledge (PCK): (1) the students’ understanding, (2) representations, and (3) instructional strategies. We analyzed lesson plans about chemical bonding generated by 10 chemistry teachers with whom we also conducted semi-structured interviews about their teaching. Our results revealed that the teachers were generally unaware of how the representations of models they used affected student comprehension. The teachers had trouble specifying students’ difficulties in understanding. Moreover, most of the instructional strategies described were generic and insufficient for promoting student understanding. Additionally, the teachers’ rationale for choosing a specific representation or activity was seldom directed at addressing students’ understanding. Our results indicate that both PCK components require improvement, and suggest that the two components should be connected. Implications for the professional development of pre-service and in-service teachers are discussed. 相似文献
18.
Eunice Mthethwa-Kunene Rian de Villiers 《International Journal of Science Education》2013,35(7):1140-1165
This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students’ preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students’ work samples. The results showed that the teachers’ individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students’ internalization of the concepts. The finding that all four teachers lacked knowledge of students’ genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers’ continuing PCK development. Implications of the findings for biology teacher education are briefly discussed. 相似文献
19.
Conclusion The basic assumption underlying this study is that science teachers have misconceptions in some selected science concepts.
The overall conclusion which can be drawn is that, although the responses were not consistent across the concepts or within
the concepts, there are indeed misconceptions. The result is evidence that the graduate trainee teachers have misconceptions
in science. The results show that the view of science held by this group of trainee teachers is sometimes little better than
the view of science held by students investigated by Osborne et al. The test appears appropriate for use with science teachers.
What do these results imply? They suggest that science teachers may have concepts which are little better than the students
they teach. If that is the case, then, is it reasonable to urge teachers to probe their students' concepts before teaching
them? Should science educators then redirect their efforts in conceptual change to changing teachers' views before changing
students' views? 相似文献
20.
In this study, five elementary teachers and a university researcher developed and implemented problem‐based learning (PBL) experiences in the context of science teaching and learning. Collaborative inquiry was adopted as a methodology, while a variety of qualitative methods were used to examine the engagement and development of teachers’ pedagogical content knowledge (PCK). A PCK model is used as a framework to examine teachers’ professional knowledge growth in areas such as orientations to teaching science, knowledge of science curriculum, knowledge of students’ understanding of science, knowledge of assessment, and knowledge of instructional strategies. Implications for how teachers may be supported when adopting instructional innovations are discussed. 相似文献