An Analysis of Level Proportion between Science Teaching Method of Primary School’s Teachers from Perspective of Attention to Pedagogical Content Knowledge (PCK): A Critical Inquiry Approach
Subject Areas : Research in Curriculum Planning
Noushin Gashmardi
1
(Department of Biology Education, Farhangian University, Tehran, Iran.)
seyyed mohammad seyyedkalan
2
(Department of Educational Sciences, Farhangian University, P.O. BOX 14665-889, Tehran, Iran)
Keywords: Pedagogical Content Knowledge (PCK), Primary School, Teaching Strategies, Science,
Abstract :
Today, teachers' Pedagogical Content Knowledge (PCK) is considered one of the necessities and one of the pillars of teacher knowledge; Because it shows the unique domain of specialized knowledge for teaching that distinguishes teachers from other content specialists. The purpose of the present study is to criticize and evaluate the teaching of experimental science in elementary schools from the perspective of PCK. The research method was a qualitative type of critical research. The statistical population of the research was selected from the heads of experimental science subjects of the second elementary school (fourth, fifth and sixth) of Bushehr and Ardabil cities, and 18 people were selected until theoretical saturation. The measurement tool is the convergent interview protocol and the data analysis was done with the thematic analysis model of Atride and Sterling (2001). For the credibility of the interviewees themselves and for reliability, two independent evaluators were used, and the Scott's pi reliability coefficient was 0.81. The findings showed a total of 116 basic concepts, 15 organizing themes and 5 meta-themes; A) orientations towards science teaching, (b) knowledge of student understanding, (c) knowledge of educational strategies and representations, (d) knowledge of science curriculum, and (e) knowledge of science learning assessment were obtained. As a result, the correct evaluation of science pck will help their teachers in teaching science effectively.
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Exploring Pedagogical Content Knowledge of Teachers: a Paradigm For Measuring Teacher’s Effectiveness. https://doi.org/10.24036/pedagogi.v23i1.1540 Ahmadabadi, A., Abdollahi, B. (2021). Review Obstacles to the implementation of the document of fundamental Evolution in education using the meta-synthesis method. Quarterly Journal of Education Studies, 6(24), 87-109. DR:20.1001.1.25884182.1399.6.24.6.1 Akın, F. N., & Uzuntiryaki-Kondakci, E. (2018). The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers. Chemistry Education Research and Practice, 19(1), 80-105. https://doi.org/10.1039/C7RP00165G AL-Riyami, T. (2015). Main approaches to educational research. International Journal of Innovation and Research in Educational Sciences, 2(5), 412-416. https://www.ijires.org/index.php/issues?view=publication&task=show&id=119 Atay, D., Kaslioglu, O., & Kurt, G. (2010). The pedagogical content knowledge development of prospective teachers through an experiential task. Procedia-Social and Behavioral Sciences, 2(2), 1421-1425. https://doi.org/10.1016/j.sbspro.2010.03.212 Aydın, E., & Turhan, G. M. (2023). Exploring primary school teachers’ pedagogical content knowledge in science classes based on PCK model. Journal of Pedagogical Research, 7(3), 70-99. Dio: https://doi.org/10.33902/JPR.202318964 Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., . . . Friedrichsen, P. (2019). The refined consensus model of pedagogical content knowledge in science education. Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science, 77-94. https://doi.org/10.1007/978-981-13-5898-2_15 Chan, K. K. H., & Hume, A. (2019). Towards a consensus model: Literature review of how science teachers’ pedagogical content knowledge is investigated in empirical studies. Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science, 3-76. https://doi.org/10.1007/978-981-13-5898-2_1 Chordnork, B., Yuenyong, C., & Hume, A. (2012). Exploring of experienced science teacher’s pedagogical content knowledge: the case of teaching global warming. Journal of Applied Sciences Research, 18(11), 5258-5265. Chuene, K. J., & Singh, S. K. (2024). Exploring science teachers’ views about the nature of science and the implications on their pedagogical content knowledge: A case of 11 in-service South African teachers. EURASIA Journal of Mathematics, Science and Technology Education, 20(1), em2384. Dio: https://doi.org/10.29333/ejmste/14090 Cordova, W. M., & Linaugo, J. D. (2022). Pedagogical Content Knowledge Practices of Public School Science Teachers. Technium Social Sciences Journal, 37, 37-50. DOI: 10.47577/tssj.v37i1.7584 Council, H. E. (2011). National curriculum of the Islamic Republic of Iran. Tehran: Ministry of Education. Clermont, C. P., Krajcik, J. S., & Borko, H. (1993). The influence of an intensive in service workshop on pedagogical content knowledge growth among novice chemical demonstrators. Journal of Research in Science Teaching, 29, 471–485. https://doi.org/10.1002/tea.3660300104 Evens, M., Elen, J., & Depaepe, F. (2015). Developing pedagogical content knowledge: Lessons learned from intervention studies. Education Research International, 2015. DOI: 10.1155/2015/790417 Eduardo, F-C., Marcos, C-N., Mario Humberto, R-D., & Jose, M-R. (2024). The Construction of Knowledge for the Teaching of Sciences: A Reflection Seen From the Pedagogical Content Knowledge (Pck). Kurdish Studies, 12(1), 3536-3555. DOI: https://doi.org/10.58262/ks.v12i1.251 Fazeli, A., & Mehrmohammadi, M. (2015). The nature of teaching knowledge and teachers knowledge; compare the viewpoints of Lee Shulman and Gary Fenstermacher. Foundations of Education, 5(1), 30-46. DOI:10.22067/FE.V5I1.22259 Fernández-Balboa, J.-M., & Stiehl, J. (1995). The generic nature of pedagogical content knowledge among college professors. Teaching and teacher education, 11(3), 293-306. https://doi.org/10.1016/0742-051X(94)00030-A Friedrichsen, P., Van Driel, J. H., & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95, 358–376. https://doi.org/10.1002/sce.20428 Fukaya, T., Fukuda, M., & Suzuki, M. (2024). Relationship between mathematical pedagogical content knowledge, beliefs, and motivation of elementary school teachers. Sec. Teacher Education, 8, 1276439. https://doi.org/10.3389/feduc.2023.1276439 Fukaya, T., Uesaka, Y. (2023). Spontaneous use of PCK to teach mathematics among elementary school teachers: a comparison with junior and senior high school teachers. SN Social Sciences, 3(6), 94. DOI:10.1007/s43545-023-00685-9 Ghaffari, S. (2016). The role of History and philosophy of science in reflective science teacher education. Theory and Practice in Teachers Education, 2(4), 3-24. https://dorl.net/dor/20.1001.1.26457156.1395.2.4.1.8 Gashmardi, N. (2022). Teaching and learning experimental sciences for the 21st century. The first national conference on developmental and educational psychology news papers. Hormozgan University, Bandar Abbas. Harlen, W. (1987). Primary Science: Taking the Plunge. Rastgar, T. (2017). Tehran: Merat Publications. Herrera, E., Espinet, M., & Izquierdo, M. (2017). Teachers' Perceptions on The Obstacles in Teaching of Science through GOWIN V. PART 13: STRAND 13, 1791-1798. https://www.ucviden.dk/ws/files/107142044/Part_13_eBook.pdf#page=148 Hasanah, P., Irhasyuarna, Y., & Putri, R. F. (2024). Portrait of Pedagogical Content Knowledge (PCK) of Science Teachers in Global Islamic Boarding School Material Classification of Living Things. Jurnal Penelitian Pendidikan IPA, 10(7), 3827-3837. https://doi.org/10.29303/jppipa.v10i7.7617 Hume, A., Cooper, R., & Borowski, A. (2019). Repositioning pedagogical content knowledge in teachers' knowledge for teaching science: Springer. https://link.springer.com/book/10.1007/978-981-13-5898-2 Khodarahmi, M., Ghaderi, M., Khosravi, M., & Mehrmohammadi, M. (2022). Systematic review of components supporting formation PCK among novice teachers. Research in Curriculum Planning, 18(71), 26-44. https://doi.org/10.30486/jsre.2022.1947212.2053 Krepf, M., Plöger, W., Scholl, D., & Seifert, A. (2018). Pedagogical content knowledge of experts and novices—What knowledge do they activate when analyzing science lessons? Journal of Research in Science Teaching, 55(1), 44-67. https://doi.org/10.1002/tea.21410 Karimi Monaghi, H., Rad, M., Bakhshi, M. (2013). Do the New Methods of Teaching in Medical Education have Adequate Efficacy?: A Systematic Review. The Strides in Development of Medical Education Journal, 10(2), 271-280. Lankford, D. (2010). Examining the pedagogical content knowledge and practice of experienced secondary biology teachers for teaching diffusion and osmosis (Doctoral dissertation, University of Missouri-Columbia). Li, X., Cui, X., Lu, H., Wang, D., Li., W., & Jin, C. (2021). The Study on the Independent and Available Experimental Teaching Mode of the Functional Experiment of Medical Science Based on Achievement. Advances in Social Science, Education and Humanities Research, 565, 241-245. DIO: 10.2991/assehr.k.210728.048 Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). Dordrecht: Springer Netherlands. https://doi.org/10.1007/0-306-47217-1_4 Marruncheddu, S., & Weidinger, W. (2016). Life Skills education as Means of Empowerment for teachers and students: case teudy form Romania. Conference: International Technology, Education and Development Conference, DIO: 10.21125/iceri.2016.1168 Masouminejad, R., Madadlou, G., Babaie, S., Babaie, Z., & Shami, D. (2022). Identifying and explaining the components of teachers' ethical behavior in the education process with an emphasis on the dimensions of teacher knowledge. Educational Leadership & administration, 16(3), 147-182. 20.1001.1.27171329.1401.16.3.7 Mehrmohammadi, M. (2000). Rethinking the teaching-learning process and teacher training. Tehran, educational planning and research organization. Mehrabaan, Ph.D. Z. (2020). Students’ Misconceptions in Elementary School Science Courses and the Role of Teachers in their Identification and Correction. Journal of Education, 36 (1), 125-152. http://qjoe.ir/article-1-2254-fa.html Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.0068 Nemati, T., Keyhan, J., & Yari Haj Atalo, J. (2022). Synthesis of components of Pedagogical Content Knowledge (pck) of science teachers: Presenting a conceptual model. Research in Curriculum Planning, 19(72), 18-33. 10.30486/JSRE.2022.1942179.2005 Nkundabakura, P., Nsengimana, T., Uwamariya, E., Nyirahabimana, P., Nkurunziza, J. B., Mukamwambali, C., & et al.,. (2024). Effectiveness of the continuous professional development training on upper primary mathematics and science and elementary technology teachers’ Pedagogical Content Knowledge in Rwanda. Discover Education, 3(12), 12. Dio:https://doi.org/10.1007/s44217-024-00091-0 Omosewo, E. O. (2009). Views of physics teachers on the need to train and retrain Physics teachers in Nigeria. 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Aftabi, P., Asgari, M. A., & Ghaderi, M. (2019). Designing a the teachers knowledge model in junior high school for science teachers. Journal of Research in Teaching, 7 (2), 161-188. https://doi.org/10.34785/J012.2019.320
Ahmed, A. T., & Shogbesan, Y. O. (2023). Exploring Pedagogical Content Knowledge of Teachers: a Paradigm For Measuring Teacher’s Effectiveness. https://doi.org/10.24036/pedagogi.v23i1.1540
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Atay, D., Kaslioglu, O., & Kurt, G. (2010). The pedagogical content knowledge development of prospective teachers through an experiential task. Procedia-Social and Behavioral Sciences, 2(2), 1421-1425. https://doi.org/10.1016/j.sbspro.2010.03.212
Aydın, E., & Turhan, G. M. (2023). Exploring primary school teachers’ pedagogical content knowledge in science classes based on PCK model. Journal of Pedagogical Research, 7(3), 70-99. Dio: https://doi.org/10.33902/JPR.202318964
Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., . . . Friedrichsen, P. (2019). The refined consensus model of pedagogical content knowledge in science education. Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science, 77-94. https://doi.org/10.1007/978-981-13-5898-2_15
Chan, K. K. H., & Hume, A. (2019). Towards a consensus model: Literature review of how science teachers’ pedagogical content knowledge is investigated in empirical studies. Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science, 3-76. https://doi.org/10.1007/978-981-13-5898-2_1
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Chuene, K. J., & Singh, S. K. (2024). Exploring science teachers’ views about the nature of science and the implications on their pedagogical content knowledge: A case of 11 in-service South African teachers. EURASIA Journal of Mathematics, Science and Technology Education, 20(1), em2384. Dio: https://doi.org/10.29333/ejmste/14090
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Clermont, C. P., Krajcik, J. S., & Borko, H. (1993). The influence of an intensive in service workshop on pedagogical content knowledge growth among novice chemical demonstrators. Journal of Research in Science Teaching, 29, 471–485. https://doi.org/10.1002/tea.3660300104
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Fazeli, A., & Mehrmohammadi, M. (2015). The nature of teaching knowledge and teachers knowledge; compare the viewpoints of Lee Shulman and Gary Fenstermacher. Foundations of Education, 5(1), 30-46. DOI:10.22067/FE.V5I1.22259
Fernández-Balboa, J.-M., & Stiehl, J. (1995). The generic nature of pedagogical content knowledge among college professors. Teaching and teacher education, 11(3), 293-306. https://doi.org/10.1016/0742-051X(94)00030-A
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Park, S., & Chen, Y. C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of research in science teaching, 49(7), 922-941. https://doi.org/10.1002/tea.21022
Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in science Education, 38, 261-284. https://link.springer.com/article/10.1007/s11165-007-9049-6
Peng, W. (2013). Examining Pedagogical Content Knowledge (PCK) for Business English Teaching: Concept and Model. Polyglossia, 25, 83-94.
Qaderzadeh, O., & Faraji, S. (2014). An Analysis of Experience of Dual-Job Teachers; A Qualitative Study of Reasons and Consequences. Culture strategy, 7(26), 146-119. https://www.jsfc.ir/article_15128_en.html?lang=en
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Van Dijk, E. M., & Kattmann, U. (2007). A research model for the study of science teachers’ PCK and improving teacher education. Teaching and teacher education, 23(6), 885-897. https://doi.org/10.1016/j.tate.2006.05.002
van Driel, J. H., Berry, A., & Meirink, J. (2014). Research on science teacher knowledge. In N. G. Lederman & S. K. Abell (Eds.). In Handbook of research on science education (Vol. 2, pp. 848-870): Routledge .
Van Driel, J. H., Verloop, N., & De Vos, W. (1998). Developing science teachers’ pedagogical
content knowledge. Journal of Research in Science Teaching, 35, 673–695. https://doi.org/10.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J
Wu, D., Liao, T., Yang, W., & Li, H. (2021). Exploring the relationships between scientific epistemic beliefs, science teaching beliefs and science-specific PCK among pre-service kindergarten teachers in China. Early Education and Development, 32(1), 82-97. https://doi.org/10.1080/10409289.2020.1771971
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Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International journal of science education, 30(10), 1405-1416. https://doi.org/10.1080/09500690802187041 Abell, S. K., Rogers, M. A. P., Hanuscin, D. L., Lee, M. H., & Gagnon, M. J. (2009). Preparing the next generation of science teacher educators: A model for developing PCK for teaching science teachers. Journal of science teacher education, 20(1), 77-93. https://doi.org/10.1007/s10972-008-9115-6 Ababaf, Z. (2017). Curriculum Knowledge of Faculty Members: Neglected Professional Competency in Higher Education. Journal of Higher Education Curriculum, 7(14), 103-130. DR: 20.1001.1.25382241.1395.7.14.6.3 Aftabi, P., Asgari, M. A., & Ghaderi, M. (2019). Designing a the teachers knowledge model in junior high school for science teachers. Journal of Research in Teaching, 7 (2), 161-188. https://doi.org/10.34785/J012.2019.320 Ahmed, A. T., & Shogbesan, Y. O. (2023). Exploring Pedagogical Content Knowledge of Teachers: a Paradigm For Measuring Teacher’s Effectiveness. https://doi.org/10.24036/pedagogi.v23i1.1540 Ahmadabadi, A., Abdollahi, B. (2021). Review Obstacles to the implementation of the document of fundamental Evolution in education using the meta-synthesis method. Quarterly Journal of Education Studies, 6(24), 87-109. DR:20.1001.1.25884182.1399.6.24.6.1 Akın, F. N., & Uzuntiryaki-Kondakci, E. (2018). The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers. Chemistry Education Research and Practice, 19(1), 80-105. https://doi.org/10.1039/C7RP00165G AL-Riyami, T. (2015). Main approaches to educational research. International Journal of Innovation and Research in Educational Sciences, 2(5), 412-416. https://www.ijires.org/index.php/issues?view=publication&task=show&id=119 Atay, D., Kaslioglu, O., & Kurt, G. (2010). The pedagogical content knowledge development of prospective teachers through an experiential task. Procedia-Social and Behavioral Sciences, 2(2), 1421-1425. https://doi.org/10.1016/j.sbspro.2010.03.212 Aydın, E., & Turhan, G. M. (2023). Exploring primary school teachers’ pedagogical content knowledge in science classes based on PCK model. Journal of Pedagogical Research, 7(3), 70-99. Dio: https://doi.org/10.33902/JPR.202318964 Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., . . . Friedrichsen, P. (2019). The refined consensus model of pedagogical content knowledge in science education. Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science, 77-94. https://doi.org/10.1007/978-981-13-5898-2_15 Chan, K. K. H., & Hume, A. (2019). Towards a consensus model: Literature review of how science teachers’ pedagogical content knowledge is investigated in empirical studies. Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science, 3-76. https://doi.org/10.1007/978-981-13-5898-2_1 Chordnork, B., Yuenyong, C., & Hume, A. (2012). Exploring of experienced science teacher’s pedagogical content knowledge: the case of teaching global warming. Journal of Applied Sciences Research, 18(11), 5258-5265. Chuene, K. J., & Singh, S. K. (2024). Exploring science teachers’ views about the nature of science and the implications on their pedagogical content knowledge: A case of 11 in-service South African teachers. EURASIA Journal of Mathematics, Science and Technology Education, 20(1), em2384. Dio: https://doi.org/10.29333/ejmste/14090 Cordova, W. M., & Linaugo, J. D. (2022). Pedagogical Content Knowledge Practices of Public School Science Teachers. Technium Social Sciences Journal, 37, 37-50. DOI: 10.47577/tssj.v37i1.7584 Council, H. E. (2011). National curriculum of the Islamic Republic of Iran. Tehran: Ministry of Education. Clermont, C. 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