Examining Pre-Service Science Teachers' Personal and Enacted Pedagogical Content Knowledge About Seasons

Year 2024, , 100 - 121, 28.01.2024

Aygün Kılıç

https://doi.org/10.30831/akukeg.1294954

Abstract

This study examined pre-service science teachers’ pedagogical content knowledge (PCK) about seasons. The framework of this study was based on the Refined Consensus Model (RCM), and pre-service teachers’ topic-specific PCK was also discussed in two dimensions: personal PCK (pPCK) and enacted PCK (ePCK), which are included in this model. The pPCK of the pre-service teachers represents their declarative PCK, and their ePCK represents their dynamic PCK. This qualitative descriptive research included 18 pre-service science teachers. In the study, knowledge of pre-service teachers’ pPCK was collected in vignette-based individual semi-structured interviews, and data on their competencies regarding their ePCK, which they revealed in a real classroom environment, were collected through field observations and teaching video recordings. The study’s qualitative data were evaluated using two separate rubrics developed by the author using the literature. Accordingly, it was determined that the pre-service teachers who participated in the research had limited pPCK and ePCK on the seasons and that their topic-specific pPCK was partially better quality than their topic-specific ePCK. Moreover, pre-service teachers’ ePCK was observed to be different from their pPCK, but their ePCK was based on their pPCK. In this context, it was seen that the results of this research are consistent with RCM.

Keywords

pedagogical content knowledge (PCK), personal PCK, enacted PCK, teacher education

Supporting Institution

-

Project Number

-

Thanks

-

References

• Abell, S. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30, 1405-1416.
• Akın, F. N. (2017). The nature of interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers [Unpublished doctoral dissertation]. Middle East Technical University.
• Alonzo, A. C., Berry, A., & Nilsson, P. (2019). Unpacking the complexity of science teachers’ PCK in action: Enacted and personal PCK. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science (pp. 271-286). Springer.
• Alonzo, A. C., & Kim, J. (2016). Declarative and dynamic pedagogical content knowledge as elicited through two video-based interview methods. Journal of Research in Science Teaching, 53(8), 1259-1286.
• Aydeniz, M., & Kirbulut, Z. D. (2014). Exploring challenges of assessing pre-service science teachers’ pedagogical content knowledge (PCK). Asia-Pacific Journal of Teacher Education, 42(2), 147-166.
• Aydın, S. (2012). Examination of chemistry teachers’ topic-specific nature of pedagogical content knowledge in electrochemistry and radioactivity [Unpublished doctoral dissertation]. Middle East Technical University.
• Bailey, J. M., Prather, E. E., & Slater, T. F. (2004). Reflecting on the history of astronomy education research to plan for the future. Advances in Space Research, 34(10), 2136-2144.
• Barendsen, E., & Henze, I. (2019). Relating teacher PCK and teacher practice using classroom observation. Research in Science Education, 49, 1141-1175.
• Belge Can, H. (2021). Enacted pedagogical content knowledge profiles of chemistry teachers. Journal of Educational Issues, 7(1), 565-583.
• Brovelli, D., Bölsterli, K., Rehm, M., & Wilhelm, M. (2014). Using vignette testing to measure student science teachers’ professional competencies. American Journal of Educational Research, 2(7), 555-558.
• Carlson, B. E. (1996). Dating violence: Student beliefs about consequences. Journal of Interpersonal Violence, 11, 3-18.
• Carlson, J., & Daehler, K. R. (2019). The refined consensus model of pedagogical content knowledge in science education. In Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science (pp. 77–92). Springer.
• Carpendale, J., & Hume, A. (2019). Investigating practising science teachers’ pPCK and ePCK development as a result of collaborative CoRe design. In Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science (pp. 223-250). Springer.
• Chan, K. K. H., & Hume, A. (2019). Towards a consensus model: Literature review of how science teachers’ pedagogical content knowledge is investigated in empirical studies. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science (pp. 3-76). Springer.
• Chan, K. K. H., Rollnick, M., & Gess-Newsome, J. (2019). A grand rubric for measuring science teachers’ pedagogical content knowledge. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science (pp. 251-269). Springer.
• Coetzee, C., Rollnick, M., & Gaigher, E. (2022). Teaching electromagnetism for the first time: A case study of pre-service science teachers’ enacted pedagogical content knowledge. Research in Science Education, 52, 357-378.
• Davidowitz, B., & Potgieter, M. (2016). Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry. International Journal of Science Education, 38(9), 1483-1503.
• Eames, C. W., Williams, P. J., Hume, A. C., & Lockley, J. (2011). CoRe: A way to build pedagogical content knowledge for beginning teachers. Wellington: Teaching and Learning Research Initiative. Retrieved from http://researchcommons.waikato.ac.nz/handle/10289/7399
• Gess-Newsome, J. (1999). Pedagogical content knowledge: an introduction and orientation. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining Pedagogical Content Knowledge (pp. 3-17). Kluwer.
• Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK. In: A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-Examining Pedagogical Content Knowledge in Science Education (pp. 28-42). Routledge.
• Henze, I., van Driel, J. H., & Verloop, N. (2008). Development of experienced science teachers’ pedagogical content knowledge of models of the solar system and the universe. International Journal of Science Education, 30(10), 1321-1342.
• Jeffries, C. M., & Maeder, D. W. (2004). Using vignettes to build and assess teacher understanding of instructional strategies. Professional Educator, 27(1/2), 17-28.
• Kılıç, A. (2015). The effect of technological pedagogical content knowledge (TPACK) based blended learning environment on pre-service science teachers’ TPACK and classroom practices involving the topics of basic astronomy [Unpublished doctoral dissertation]. Firat University.
• Kim, J. (2020). Connecting pedagogical content knowledge (PCK) to teaching practice: Investigating physics teachers’ enacted PCK, personal PCK, and engagement with student ideas in classroom discussions [Unpublished doctoral dissertation]. Michigan State University.
• Kind, V. (2009). Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education, 45(2), 169-204.
• Lambert, V. A., & Lambert, C. E. (2012). Qualitative descriptive research: an acceptable design. Pacific Rim International Journal of Nursing Research, 16, 255-256.
• Lankford, D. (2010). Examining the pedagogical content knowledge and practice of experienced secondary biology teachers for teaching diffusion and osmosis [Unpublished doctoral dissertation]. University of Missouri.
• Lee, E., & Luft, J. A. (2008). Experienced secondary science teachers’ representation of pedagogical content knowledge. International Journal of Science Education, 30, 1343-1363.
• Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370-391.
• Magnusson, S., Borko, H., & Krajcik, J. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. Lederman (Eds.), Examining Pedagogical Content Knowledge: The Construct and Its Implications for Science Education (pp. 95–132). Kluwer Press.
• Mavhunga, E. (2014). Improving PCK and CK in pre-service chemistry teachers. In H. Venkat, M. Rollnick, M. Askew & J. Loughran (Eds.), Exploring mathematics and science teachers’ knowledge: Windows into teacher thinking, (pp. 31-48). Oxford: Routledge. Retrieved from https://www.researchgate.net/publication/271827268_Improving_PCK_and_CK_in_chemistry_pre-service_teachers/link/5714bb5c08ae8b02e65de1a2/download
• Mavhunga, E. (2019). Exposing pathways for developing teacher pedagogical content knowledge at the topic level in science. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science (pp. 129-148). Springer.
• Mavhunga, E., & Rollnick, M. (2013). Improving PCK of chemical equilibrium in pre-service teachers. African Journal of Research in Mathematics, Science and Technology Education, 17(1-2), 113-125.
• Mazibe, E. N. (2017). Teaching graphs of motion: Translating pedagogical content knowledge into practice [Unpublished master’s thesis]. University of Pretoria.
• Mazibe, E. N. (2020). The relationship between teachers’ pedagogical content knowledge about electrostatics and learners’ performance [Unpublished doctoral dissertation]. University of Pretoria.
• Mazibe, E. N., Coetzee, C., & Gaigher, E. (2020). A comparison between reported and enacted pedagogical content knowledge (PCK) about graphs of motion. Research in Science Education, 50(3), 941-964.
• Mazlum Güven, E., & Yiğit, N. (2020). Investigating pre-service science teachers’ classroom performance in the context of pedagogic content knowledge. Journal of Abant İzzet Baysal University Education Faculty, 20(3), 1590-1607.
• McNeill, K. L., González-Howard, M., Katsh-Singer, R., & Loper, S. (2015). Pedagogical content knowledge of argumentation: Using classroom contexts to assess high-quality PCK rather than pseudoargumentation. Journal of Research in Science Teaching, 53(2), 261-290.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage. Park, S., & Chen, Y.-C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): examples from high school biology classrooms. Journal of Research in Science Teaching, 49(7), 922-941.
• Park, S., Jang, J. Y., Chen, Y. C., & Jung, J. (2011). Is pedagogical content knowledge (PCK) necessary for reformed science teaching?: Evidence from an empirical study. Research in Science Education, 41, 245-260.
• Park, S., & Oliver, S. T. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261-284.
• Park, S., & Suh, J. (2015). Trajectory from portraying toward assessing PCK: Drives, dilemmas, and directions for future research. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education, (pp. 104–119). Routledge.
• Rollnick, M., Bennett, J., Rhemtula, M., Dharsey, N., & Ndlovu, T. (2008). The place of subject matter knowledge in pedagogical content knowledge: A case study of South African teachers teaching the amount of substance and chemical equilibrium. International Journal of Science Education, 30(10), 1365-1387.
• Rollnick, M., & Mavhunga, E. (2014). PCK of teaching electrochemistry in chemistry teachers: A case in Johannesburg, Gauteng Province, South Africa. Educacion Quimica, 25(3), 336-354.
• Sağbilge, K. (2022). Investigation of science teachers’ topic-specific pedagogical content knowledge regarding climate, weather and seasons: from the dual perspective [Unpublished master’s thesis]. Middle East Technical University.
• Sandelowski, M. (2010). What’s in a name? Qualitative description revisited. Research in Nursing & Health, 33(1), 77-84.
• Schmelzing, S., van Driel, J. H., Jüttner, M., Brandenbusch, S., Sandmann, A., & Neuhaus, B. J. (2013). Development, evaluation, and validation of a paper-and-pencil test for measuring two components of biology teachers’ pedagogical content knowledge concerning the “cardiovascular system”. International Journal of Science and Mathematics Education, 11, 1369-1390.
• Schuster, D., Cobern, W. W., Applegate, B., Schwartz, R., Vellom, P., & Undreiu, A. (2007, October). Assessing pedagogical content knowledge of inquiry science teaching. Developing an assessment instrument to support the undergraduate preparation of elementary teachers to teach science as inquiry. The National STEM Assessment Conference on Assessment of Student Achievement, hosted by the National Science Foundation and Drury University, Washington DC.
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
• Simon, M., & Tierney, R. (2011). Use of vignettes in educational research on sensitive teaching functions such as assessment. Retrieved from http://www.icsei.net/icsei2011/Full%20Papers/0153.pdf (accessed February 2015).
• Singh, H. (2021). Understanding and supporting science teachers teaching outside their expertise: Studies of teachers and those who support them [Unpublished doctoral dissertation]. The University of Georgia.
• Sneider, C., Bar, V., & Kavanagh, C. (2011). Learning about seasons: A guide for teachers and curriculum developers. The Astronomy Education Review, 10, 1-22.
• Sung, J. Y., & Oh, P. S. (2018). Sixth grade students’ content-specific competencies and challenges in learning the seasons through modeling. Research in Science Education, 48, 839-864.
• Tsai, C.-C., & Chang, C.-Y. (2005). Lasting effects of instruction guided by the conflict map: Experimental study of learning about the causes of the seasons. Journal of Research in Science Teaching, 42(10), 1089-1111.
• Van der Valk, T., & Broekman, H. (1999). The lesson preparation method: A way of investigating pre-service teachers’ pedagogical content knowledge. European Journal of Teacher Education, 22, 11-22.
• van Driel, J. H., & Abell, S. K. (2010). Science teacher education. In McGraw B., Peterson P. L., Baker E. (Eds.), International Encyclopedia of Education (3rd ed., Vol. 7, pp. 712-718). Elsevier.
• van Driel, J. H., De Jong, O., & Verloop, N. (2002). The development of pre-service chemistry teachers’ pedagogical content knowledge. Science Education, 86, 572-590.
• van Driel, J. H., Verloop, N., & De Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673-695.
• Veal, W. R., & MaKinster, J. G. (1999). Pedagogical content knowledge taxonomies. Electronic Journal of Science Education, 3(4).
• Willis, D. G., Sullivan Bolyai, S., Knafl, K., & Cohen, M. Z. (2016). Distinguishing features and similarities between descriptive phenomenological and qualitative description research. Western Journal of Nursing Research, 38(9), 1185-1204.