Secondary Science Teachers' Pedagogical Content Knowledge from Content Representation (CoRe) on Genetics

Autor/inn/en	Mim, Shamnaz Arifin; Rahman, S. M. Hafizur; Jahanara, Quazi Afroz
Titel	Secondary Science Teachers' Pedagogical Content Knowledge from Content Representation (CoRe) on Genetics
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 18 (2017) 2, Artikel 4 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Secondary School Teachers; Science Teachers; Pedagogical Content Knowledge; Genetics; Qualitative Research; Case Studies; Foreign Countries; Observation; Semi Structured Interviews; Secondary School Science; Scientific Literacy; Bangladesh + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Humangenetik; Qualitative Forschung; Case study; Fallstudie; Case Study; Ausland; Beobachtung; Bangladesch
Abstract	Pedagogical Content Knowledge (PCK) refers to certain knowledge of teacher in a particular topic, considered as an act of teaching to deal with students in a particular way. Since PCK allows a science teacher to provide quality teaching, this qualitative multiple case study aims to explore the nature of science teachers' PCK on the topic "Genetics" of grade eight in Bangladesh by contributing to the existing literatures on PCK. Total four teachers, one from each school, participated in this study through filling in Loughran's (2006) developed CoRe (Content Representation) template which can provide an overview of how teachers conceptualize the content of particular subject matter. Classroom observation and semi-structured interviews with those teachers were also conducted. By ensuring the trustworthiness of the research, this study presented a thematic and cross-case analysis based on the components of PCK. The results showed that, three out of four teachers belong from novice level of PCK which implies that they could not achieve the maximum PCK components even if they worked for years, yet one teacher failed to meet the criteria of novice level even. Apart from that, the participants could not meet the requirements of teaching for scientific literacy in full extent. Since this study claims to shed a light on the present condition of science teachers' PCK and their daily challenges, it would facilitate the policy makers and educationists alike in developing curriculum and textbook on "genetics" section and conducting teachers' training. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01