Mapping out the Integration of the Components of Pedagogical Content Knowledge (PCK): Examples from High School Biology Classrooms

Autor/inn/en	Park, Soonhye; Chen, Ying-Chih
Titel	Mapping out the Integration of the Components of Pedagogical Content Knowledge (PCK): Examples from High School Biology Classrooms
Quelle	In: Journal of Research in Science Teaching, 49 (2012) 7, S.922-941 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21022
Schlagwörter	Pedagogical Content Knowledge; Science Instruction; Biology; Heredity; Botany; Science Curriculum; Secondary School Teachers; Classroom Observation Techniques; Semi Structured Interviews; Lesson Plans; Instructional Materials; Science Teachers; Assignments; Educational Strategies; Grounded Theory; Integrated Activities; National Standards; State Standards; Data Analysis + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Erblichkeit; Botanik; Lesson planning; Unterrichtsplanung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Assignment; Auftrag; Zuweisung; Lehrstrategie; Integrierender Unterricht; Auswertung
Abstract	This study explored the nature of the integration of the five components of pedagogical content knowledge (PCK): (a) Orientations toward Teaching Science, (b) Knowledge of Student Understanding, (c) Knowledge of Instructional Strategies and Representations, (d) Knowledge of Science Curriculum, and (e) Knowledge of Assessment of Science Learning. Given the topic and context specificity of PCK, this investigation was conducted in the context of the photosynthesis and heredity instruction of four teachers who were working at the same high school with the same curricular materials. Data sources included classroom observations, semi-structured interviews, lesson plans, instructional materials, and students' work samples. Data were analyzed through three different approaches: (a) in-depth analysis of explicit PCK, (b) enumerative approach, and (c) the constant comparative method. Data analysis indicated five salient features of the integration of the PCK components: (a) the integration of the components was idiosyncratic and topic-specific; (b) Knowledge of Student Understanding and Knowledge of Instructional Strategies and Representations were central in the integration; (c) Knowledge of Science Curriculum and Knowledge of Assessment of Science Learning had most limited connection with other components; (d) Knowledge of Assessment of Science Learning was more often connected with Knowledge of Student Understanding and Knowledge of Instructional Strategies and Representations than with the other components; and (e) Didactic Orientations toward Teaching Science directed Knowledge of Instructional Strategies and Representations inhibiting its connection with other components. This study highlights that the quality of PCK depends on the coherence among the components as well as the strength of individual components. From a methodological perspective, this study demonstrates the possibility to make PCK more visible and accessible by using a PCK Map, a pictorial representation of the interactions of the PCK components. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10