Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Cilt: 7 Sayı: 4, 1263 - 1275, 15.12.2019

Öz

Kaynakça

  • Adadan, E. & Oner, D. (2014). Exploring the Progression in Preservice Chemistry Teachers’ Pedagogical Content Knowledge Representations: The Case of “Behavior of Gases”. Research in Science Education. 44, 829–85.
  • Attakorn, K., Tayut, T., Pisitthawat, K., & Kanokorn, S. (2014). Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. Procedia Social and Behavioral Sciences, 112, 1010-1013.
  • Garritz, A., Labastida-Piña, DV., Espinosa-Bueno S., & Padilla, K., (2010). Pedagogical content knowledge of inquiry: an instrument to document it and its application to high school science teachers. Paper presented in National Association for Research in Science Teaching (NARST), Philadelphia, USA.
  • Großschedl, J., Welter, V., & Harms, U. (2018). A new instrument for measuring preservice biologyteachers' pedagogical content knowledge: The PCK IBI. Journal of Research in Science Teaching, 56(4), 402-439.
  • Hume, A., & Berry, A. (2011). Constructing CoRes-a Strategy for Building PCK in Pre-service Science Teacher Education. Research in Science Education, 41(3), 341–355. Institute for Promotion of Teaching of Science and Technology (IPST). (2002). National Science Curriculum Standards. Bangkok: Kurusapa Ladproa.
  • Kind, V. (2009). Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education, 45(2), 169–204.
  • Knight, J. (2012). High-impact instruction: A framework for great teaching. Thousand Oaks, CA: Corwin Press.
  • Lederman, N. G., Gess-Newsome, J., & Latz, M. S. (1994). The nature and development of preservice science teachers’ conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31(2), 129–146.
  • 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.
  • Loughran, J., Berry, A., Mulhall, P., & Woolnough, J. (2006). Understanding and valuing the development of pedagogical content knowledge in science teacher education. In Toward Research-Based Science Teacher Education (pp. 65–76). Aachan: Shaker.
  • Loughran, J., Mulhall, P., and Berry, A., (2008). Exploring pedagogical content knowledge in science teacher education. International Journal of Science Education, 30(10), 1301–1321.
  • Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching. PCK and Science Education. Kluwer Press.
  • Nilsson, P., & Loughran, J. (2012). Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge. Journal of Science and Mathematics Education in Southeast Asia, 23(7), 699–721.
  • Nuangchalerm, P. (2016). Preferred and Actual Opinions about Inquiry-based Instruction and Understanding in Pedagogical Content Knowledge of Preservice Science Teachers. Journal Humanities and Social Science Mahasarakham University, 35(6), 127-134.
  • Nuangchalerm, P., & El Islami, R. A. Z. (2018). Comparative study between Indonesian and Thai Novice Science Teacher Students in Content of Science. Journal for the Education of Gifted Young Scientists, 6(2), 23-29.
  • Office of the National Education Commission (ONEC). (2002). National Education Act B.E. 2002, Office of the National Education Commission, Bangkok.
  • Park, S., & Oliver, J. S. (2008b). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261–284.
  • Prachagool, V., Nuangchalerm, P., Subramaniam, G., & Dostál, J. (2016). Pedagogical decision making through the lens of teacher preparation program. Journal for the Education of Gifted Young Scientists, 4(1), 41-52.
  • Schneider, R. M., & Plasman, K. (2011). Science Teacher Learning Progressions: A Review of Science Teachers’ Pedagogical Content Knowledge Development. Review of Educational Research, 81(4), 530–565.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
  • Wisetsat, C., & Nuangchalerm, P. (2019) Enhancing Innovative Thinking of Thai Pre-service Teachers through Multi-educational Innovations. Journal for the Education of Gifted Young Scientists, 7(3), 409-419.
  • Wongsila, S. and Yuenyong, C. (2019). Enhancing Grade 12 Students’ Critical Thinking and Problem-Solving Ability in Learning of the STS Genetics and DNA Technology Unit. Journal for the Education of Gifted Young Scientists, 7(2), 215-235.
  • Yuenyong, C. and Thathong, K. (2015). Physics teachers’ constructing knowledge base for physics teaching regarding constructivism in Thai contexts. Mediterranean Journal of Social Sciences, 6(2), 546-553.

Pre-service Science Teachers’ Professional Learning Through Content Representations (CoRes) Construction

Yıl 2019, Cilt: 7 Sayı: 4, 1263 - 1275, 15.12.2019

Öz

This study aims to develop preservice
science teachers
PCK for teaching
science throughout Content representations
(CoRes) construction activity of teacher
professional development program
.
Research participants are three 5th year preservice science teachers
from department of General Science, faculty of Education, Phuket Rajabhat
University
. Park and Oliver (2008) PCK
conceptualization was used as a theoretical framework in this research
. And, Content
representations
(CoRes) by Loughran et al. (2004) was employed as a
research instrument in the lesson preparation process in order to elicit and
portray teacher
s PCK for teaching
science
. Data are collected
from the first preservice science teachers
CoRes design for teaching a given topic
and student grade
. Science student
teachers
are asked to create
CoRes for teaching in topic
Motion in one
direction
for 7th grade students.
The second CoRes designs are created for teaching their own lesson in school
practicum
. The development of
preservice science teachers
PCK for teaching
science represent from the analysis of CoRes design
. The instances of preservice science
teachers
PCK in aspects of
science curriculum and student
s understanding of
science is articulated and portrayed during lesson preparation using CoRes
design
. The resultant CoRes
design and discussions indicate that the process of CoRes construction does
have potentials for preservice science teachers
PCK development.

Kaynakça

  • Adadan, E. & Oner, D. (2014). Exploring the Progression in Preservice Chemistry Teachers’ Pedagogical Content Knowledge Representations: The Case of “Behavior of Gases”. Research in Science Education. 44, 829–85.
  • Attakorn, K., Tayut, T., Pisitthawat, K., & Kanokorn, S. (2014). Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. Procedia Social and Behavioral Sciences, 112, 1010-1013.
  • Garritz, A., Labastida-Piña, DV., Espinosa-Bueno S., & Padilla, K., (2010). Pedagogical content knowledge of inquiry: an instrument to document it and its application to high school science teachers. Paper presented in National Association for Research in Science Teaching (NARST), Philadelphia, USA.
  • Großschedl, J., Welter, V., & Harms, U. (2018). A new instrument for measuring preservice biologyteachers' pedagogical content knowledge: The PCK IBI. Journal of Research in Science Teaching, 56(4), 402-439.
  • Hume, A., & Berry, A. (2011). Constructing CoRes-a Strategy for Building PCK in Pre-service Science Teacher Education. Research in Science Education, 41(3), 341–355. Institute for Promotion of Teaching of Science and Technology (IPST). (2002). National Science Curriculum Standards. Bangkok: Kurusapa Ladproa.
  • Kind, V. (2009). Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education, 45(2), 169–204.
  • Knight, J. (2012). High-impact instruction: A framework for great teaching. Thousand Oaks, CA: Corwin Press.
  • Lederman, N. G., Gess-Newsome, J., & Latz, M. S. (1994). The nature and development of preservice science teachers’ conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31(2), 129–146.
  • 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.
  • Loughran, J., Berry, A., Mulhall, P., & Woolnough, J. (2006). Understanding and valuing the development of pedagogical content knowledge in science teacher education. In Toward Research-Based Science Teacher Education (pp. 65–76). Aachan: Shaker.
  • Loughran, J., Mulhall, P., and Berry, A., (2008). Exploring pedagogical content knowledge in science teacher education. International Journal of Science Education, 30(10), 1301–1321.
  • Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching. PCK and Science Education. Kluwer Press.
  • Nilsson, P., & Loughran, J. (2012). Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge. Journal of Science and Mathematics Education in Southeast Asia, 23(7), 699–721.
  • Nuangchalerm, P. (2016). Preferred and Actual Opinions about Inquiry-based Instruction and Understanding in Pedagogical Content Knowledge of Preservice Science Teachers. Journal Humanities and Social Science Mahasarakham University, 35(6), 127-134.
  • Nuangchalerm, P., & El Islami, R. A. Z. (2018). Comparative study between Indonesian and Thai Novice Science Teacher Students in Content of Science. Journal for the Education of Gifted Young Scientists, 6(2), 23-29.
  • Office of the National Education Commission (ONEC). (2002). National Education Act B.E. 2002, Office of the National Education Commission, Bangkok.
  • Park, S., & Oliver, J. S. (2008b). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261–284.
  • Prachagool, V., Nuangchalerm, P., Subramaniam, G., & Dostál, J. (2016). Pedagogical decision making through the lens of teacher preparation program. Journal for the Education of Gifted Young Scientists, 4(1), 41-52.
  • Schneider, R. M., & Plasman, K. (2011). Science Teacher Learning Progressions: A Review of Science Teachers’ Pedagogical Content Knowledge Development. Review of Educational Research, 81(4), 530–565.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
  • Wisetsat, C., & Nuangchalerm, P. (2019) Enhancing Innovative Thinking of Thai Pre-service Teachers through Multi-educational Innovations. Journal for the Education of Gifted Young Scientists, 7(3), 409-419.
  • Wongsila, S. and Yuenyong, C. (2019). Enhancing Grade 12 Students’ Critical Thinking and Problem-Solving Ability in Learning of the STS Genetics and DNA Technology Unit. Journal for the Education of Gifted Young Scientists, 7(2), 215-235.
  • Yuenyong, C. and Thathong, K. (2015). Physics teachers’ constructing knowledge base for physics teaching regarding constructivism in Thai contexts. Mediterranean Journal of Social Sciences, 6(2), 546-553.
Toplam 23 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Teacher Education
Yazarlar

Chokchai Yuenyong 0000-0002-8606-5969

Warangkana Thongnoppakun Bu kişi benim 0000-0002-0908-6694

Yayımlanma Tarihi 15 Aralık 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 7 Sayı: 4

Kaynak Göster

APA Yuenyong, C., & Thongnoppakun, W. (2019). Pre-service Science Teachers’ Professional Learning Through Content Representations (CoRes) Construction. Journal for the Education of Gifted Young Scientists, 7(4), 1263-1275.
AMA Yuenyong C, Thongnoppakun W. Pre-service Science Teachers’ Professional Learning Through Content Representations (CoRes) Construction. JEGYS. Aralık 2019;7(4):1263-1275.
Chicago Yuenyong, Chokchai, ve Warangkana Thongnoppakun. “Pre-Service Science Teachers’ Professional Learning Through Content Representations (CoRes) Construction”. Journal for the Education of Gifted Young Scientists 7, sy. 4 (Aralık 2019): 1263-75.
EndNote Yuenyong C, Thongnoppakun W (01 Aralık 2019) Pre-service Science Teachers’ Professional Learning Through Content Representations (CoRes) Construction. Journal for the Education of Gifted Young Scientists 7 4 1263–1275.
IEEE C. Yuenyong ve W. Thongnoppakun, “Pre-service Science Teachers’ Professional Learning Through Content Representations (CoRes) Construction”, JEGYS, c. 7, sy. 4, ss. 1263–1275, 2019.
ISNAD Yuenyong, Chokchai - Thongnoppakun, Warangkana. “Pre-Service Science Teachers’ Professional Learning Through Content Representations (CoRes) Construction”. Journal for the Education of Gifted Young Scientists 7/4 (Aralık 2019), 1263-1275.
JAMA Yuenyong C, Thongnoppakun W. Pre-service Science Teachers’ Professional Learning Through Content Representations (CoRes) Construction. JEGYS. 2019;7:1263–1275.
MLA Yuenyong, Chokchai ve Warangkana Thongnoppakun. “Pre-Service Science Teachers’ Professional Learning Through Content Representations (CoRes) Construction”. Journal for the Education of Gifted Young Scientists, c. 7, sy. 4, 2019, ss. 1263-75.
Vancouver Yuenyong C, Thongnoppakun W. Pre-service Science Teachers’ Professional Learning Through Content Representations (CoRes) Construction. JEGYS. 2019;7(4):1263-75.