BibTex RIS Cite

DO PRE-SERVICE SCIENCE TEACHERS HAVE UNDERSTANDING OF PEDAGOGICAL CONTENT KNOWLEDGE?

Year 2014, Volume: 9 Issue: 1, 1 - 21, 01.03.2014

Abstract

The purpose of this preliminary study was to investigate pre-service science teachers’ understanding of pedagogical content knowledge (PCK) that can support them in the teaching and learning of science at Bahrain Teachers College in Bahrain. The following preliminary study questions were attempted: To what extent did pre-service science teachers display understanding and learning of science in terms of PCK? To what extent did pre-service science teachers integrate their content knowledge and pedagogical knowledge to plan, design, and conduct science lessons? The use of strategies such as visual modeling, computer simulations, and animations, hands-on and minds-on activities to make the learning meaningful in science were examined. The data for this preliminary study were obtained from samples of preservice science teachers’ journaling, lesson plans, two initial surveys, and semistructured interviews in order to probe pre-service science teachers’ understanding of PCK in science education. It appears that the construction of PCK is complex and pre-service science teachers need to have some basic understanding of PCK in order to teach science effectively.

References

  • bell, S. K., Rogers, M. A. Park, Hanuscin, D. L., Lee, M. H., & Gagnon, M. J. (2009). Preparing the next generation of science teacher educators: A model for developing PCK for teaching science teachers. Journal of Science Teacher Education, 20, 77–93.
  • An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education, 7, 145-172.
  • Appleton, K. (2008). Developing science pedagogical content knowledge through mentoring elementary teachers. Journal of Science Teacher Education, 19, 523-545.
  • Ball, D. L., & Bass, H. (2000). Interweaving content and pedegogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning. Westport, CT: Ablex.
  • Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey Company.
  • Berry, A., Loughran, J., & van Driel., J., (2008). Revisiting the roots of Pedagogical Content Knowledge. International Journal of Science Education, 30 (10), 1271 -1280.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy. Education Policy Analysis Archives, 8(1).
  • De Jong, O., Van Driel, J., & Verloop, N. (2005). Preservice teachers’ pedagogical content knowledge of using particle models when teaching chemistry. Journal of Research in Science Teaching, 42, 947-964.
  • Etkina, E. (2005). Physics teacher preparation: Dreams and reality. Journal of Physics Teacher Education Online, 3(3), 3-9.
  • Gopinathan, S., Tan, S., Yanping, F., Devi, L., Ramos, C., & Chao, E. (2008). Transforming teacher education: Redefining professionals for 21st century schools. Retrieved February 6, 2009 from http://www. intlalliance.org/Alliance-Report.pdf.
  • 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.
  • Hudson, P., & Ginns, I. (2007). Developing an instrument to examine preservice teachers’ pedagogical development. Journal of Science Teacher Education, 18, 885-899.
  • Loughran, J., Mulhall, P., & Berry, A. (2008). Exploring Pedagogical Content Knowledge in Science Teacher Education: A Case Study. International Journal of Science Education. 30 (10), 1301 -1320.
  • National Science Teachers Association. (1998). CASE draft standards for the preparation of teachers of science.
  • Nilsson, P. (2008). Teaching for understanding: The complex nature of pedagogical content knowledge in pre-service education. International Journal of Science Education. 30 (10), 1281-1299.
  • Padilla, K., Ponce, De-L., et al. (2008). Undergraduate professors’ pedagogical content knowledge: the case of ‘amount of substance’. International Journal of Science Education, 30 (10), 1389-1404.
  • Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). California: Sage Publications, Inc. Piccolo, D. (2008). Views of content and pedagogical knowledges for teaching mathematics. School Science and Mathematics, 108(2), 46-48.
  • Rollnick, S., Marissa, J., & Bennett, K. et al. (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.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
  • Wenning, C. J. (2007). A physics teacher candidate knowledge base. Journal of Physics Teacher Education Online, 4 (3), 13-16.
  • Yin, R. K. (1984). Case study research: Design and methods. Newbury Park, CA: Sage.
Year 2014, Volume: 9 Issue: 1, 1 - 21, 01.03.2014

Abstract

References

  • bell, S. K., Rogers, M. A. Park, Hanuscin, D. L., Lee, M. H., & Gagnon, M. J. (2009). Preparing the next generation of science teacher educators: A model for developing PCK for teaching science teachers. Journal of Science Teacher Education, 20, 77–93.
  • An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education, 7, 145-172.
  • Appleton, K. (2008). Developing science pedagogical content knowledge through mentoring elementary teachers. Journal of Science Teacher Education, 19, 523-545.
  • Ball, D. L., & Bass, H. (2000). Interweaving content and pedegogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning. Westport, CT: Ablex.
  • Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey Company.
  • Berry, A., Loughran, J., & van Driel., J., (2008). Revisiting the roots of Pedagogical Content Knowledge. International Journal of Science Education, 30 (10), 1271 -1280.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy. Education Policy Analysis Archives, 8(1).
  • De Jong, O., Van Driel, J., & Verloop, N. (2005). Preservice teachers’ pedagogical content knowledge of using particle models when teaching chemistry. Journal of Research in Science Teaching, 42, 947-964.
  • Etkina, E. (2005). Physics teacher preparation: Dreams and reality. Journal of Physics Teacher Education Online, 3(3), 3-9.
  • Gopinathan, S., Tan, S., Yanping, F., Devi, L., Ramos, C., & Chao, E. (2008). Transforming teacher education: Redefining professionals for 21st century schools. Retrieved February 6, 2009 from http://www. intlalliance.org/Alliance-Report.pdf.
  • 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.
  • Hudson, P., & Ginns, I. (2007). Developing an instrument to examine preservice teachers’ pedagogical development. Journal of Science Teacher Education, 18, 885-899.
  • Loughran, J., Mulhall, P., & Berry, A. (2008). Exploring Pedagogical Content Knowledge in Science Teacher Education: A Case Study. International Journal of Science Education. 30 (10), 1301 -1320.
  • National Science Teachers Association. (1998). CASE draft standards for the preparation of teachers of science.
  • Nilsson, P. (2008). Teaching for understanding: The complex nature of pedagogical content knowledge in pre-service education. International Journal of Science Education. 30 (10), 1281-1299.
  • Padilla, K., Ponce, De-L., et al. (2008). Undergraduate professors’ pedagogical content knowledge: the case of ‘amount of substance’. International Journal of Science Education, 30 (10), 1389-1404.
  • Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). California: Sage Publications, Inc. Piccolo, D. (2008). Views of content and pedagogical knowledges for teaching mathematics. School Science and Mathematics, 108(2), 46-48.
  • Rollnick, S., Marissa, J., & Bennett, K. et al. (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.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
  • Wenning, C. J. (2007). A physics teacher candidate knowledge base. Journal of Physics Teacher Education Online, 4 (3), 13-16.
  • Yin, R. K. (1984). Case study research: Design and methods. Newbury Park, CA: Sage.
There are 22 citations in total.

Details

Other ID JA54YY82JV
Journal Section Research Article
Authors

Funda Örnek This is me

Publication Date March 1, 2014
Submission Date March 1, 2014
Published in Issue Year 2014 Volume: 9 Issue: 1

Cite

APA Örnek, F. (2014). DO PRE-SERVICE SCIENCE TEACHERS HAVE UNDERSTANDING OF PEDAGOGICAL CONTENT KNOWLEDGE?. Bayburt Eğitim Fakültesi Dergisi, 9(1), 1-21.