Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study

Autor/inn/en	Park, Soonhye; Jang, Jeong-Yoon; Chen, Ying-Chih; Jung, Jinhong
Titel	Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study
Quelle	In: Research in Science Education, 41 (2011) 2, S.245-260 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-009-9163-8
Schlagwörter	Heredity; Botany; Science Teachers; Pedagogical Content Knowledge; Science Instruction; Knowledge Base for Teaching; Hypothesis Testing; Correlation; Educational Change; Secondary School Science; High Schools; Scores + Suchen Sie Ihr Suchwort? Erblichkeit; Botanik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Hypothesenprüfung; Hypothesentest; Korrelation; Bildungsreform; High school; Oberschule
Abstract	This study tested a hypothesis that focused on whether or not teachers' pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher's PCK level as measured by the PCK rubric (Park et al. 2008) and the degree to which his/her classroom is reform-oriented as measured by RTOP (Sawada et al. 2002). Data included 33 instructional sessions of photosynthesis and heredity videotaped with 7 high school biology teachers. Each session was given a score on both the PCK rubric and RTOP by two independent raters. Results indicate that PCK score is significantly related to RTOP score in terms of both total score (r = 0.831, p less than 0.01) and sub-component scores (ranging from r = 0.616 to .805, p less than 0.01). Implications for science teacher education and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10