Science Teachers' Pedagogical Content Knowledge Development during Enactment of Socioscientific Curriculum Materials

Autor/inn/en	Bayram-Jacobs, Durdane; Henze, Ineke; Evagorou, Maria; Shwartz, Yael; Aschim, Elin Leirvoll; Alcaraz-Dominguez, Silvia; Barajas, Mario; Dagan, Etty
Titel	Science Teachers' Pedagogical Content Knowledge Development during Enactment of Socioscientific Curriculum Materials
Quelle	In: Journal of Research in Science Teaching, 56 (2019) 9, S.1207-1233 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bayram-Jacobs, Durdane) ORCID (Evagorou, Maria) ORCID (Alcaraz-Dominguez, Silvia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21550
Schlagwörter	Science Teachers; Pedagogical Content Knowledge; Science Curriculum; Teaching Methods; Cross Cultural Studies; Foreign Countries; Lesson Plans; Reflection; Classroom Observation Techniques; Course Content; Scientific Concepts; Concept Formation; Correlation; Educational Objectives; Norway; Israel; Cyprus; Spain + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural comparison; Kulturvergleich; Ausland; Lesson planning; Unterrichtsplanung; Kursprogramm; Concept learning; Begriffsbildung; Korrelation; Educational objective; Bildungsziel; Erziehungsziel; Norwegen; Zypern; Spanien
Abstract	The purpose of this study is to provide insight into short-term professionalization of teachers regarding teaching socioscientific issues (SSI). The study aimed to capture the development of science teachers' pedagogical content knowledge (PCK) for SSI teaching by enacting specially designed SSI curriculum materials. The study also explores indicators of stronger and weaker development of PCK for SSI teaching. Thirty teachers from four countries (Cyprus, Israel, Norway, and Spain) used one module (30-60 min lesson) of SSI materials. The data were collected through: (a) lesson preparation form (PCK-before), (b) lesson reflection form (PCK-after), (c) lesson observation table (PCK-in-action). The data analysis was based on the PCK model of Magnusson, Krajcik, and Borko (1999). Strong development of PCK for SSI teaching includes "Strong interconnections between the PCK components," "Understanding of students' difficulties in SSI learning," "Suggesting appropriate instructional strategies," and "Focusing equally on science content and SSI skills." Our findings point to the importance of these aspects of PCK development for SSI teaching. We argue that when professional development programs and curriculum materials focus on developing these aspects, they will contribute to strong PCK development for SSI teaching. The findings regarding the development in the components of PCK for SSI provide compelling evidence that science teachers can develop aspects of their PCK for SSI with the use of a single module. Most of the teachers developed their knowledge about "students' understanding of science" and "instructional strategies." The recognition of student difficulties made the teacher consider specific teaching strategies which are in line with the learning objectives. There is an evident link between the development of PCK in "instructional strategies" and "students' understanding of science" for SSI teaching. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01