Differences in How Biology Teachers Represent Content Structure in Classroom Discourse: A Video-Based Analysis

Autor/inn/en	Liu, Ning; Xu, Zheng
Titel	Differences in How Biology Teachers Represent Content Structure in Classroom Discourse: A Video-Based Analysis
Quelle	In: Journal of Biological Education, 52 (2018) 4, S.364-375 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2017.1385507
Schlagwörter	Biology; Science Instruction; Pedagogical Content Knowledge; Video Technology; Science Teachers; Foreign Countries; Biochemistry; Anatomy; Teaching Methods; Comparative Analysis; Classroom Communication; Discourse Analysis; China (Beijing) + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Biochemie; Anatomie; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Diskursanalyse
Abstract	Despite the importance of pedagogical content knowledge (PCK) in practical teaching and the inconsistency of teacher quality in different regions in China, there is little empirical evidence for specific differences in teachers' PCK in different districts in China. This study attempted to address this gap through analysis of practical teaching demonstrations by three pairs of biology teachers; each pair comprised one teacher from Beijing and one from Hebei province. The teaching content was the same for each pair, including a discussion of blood, blood type, and the heart. The practical teaching demonstration was videotaped for each teacher. Analysis of the PCK focused on one aspect: content structure. Analysis of the six lessons suggested that the Beijing biology teacher presented more structured biology terms than did the Handan biology teacher in each pair. The Beijing biology teachers also performed better in connecting the new knowledge with previously learned knowledge than Handan biology teachers. The current study contributes to the methods for capturing teachers' PCK in classroom discourse, and it indicates specific differences between Handan and Beijing teachers in the ability to make connections in students' knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01