Empowering Biology Teachers Through Development of Content and Pedagogical Content Knowledge

2012 ◽  
pp. 393-402
Author(s):  
Hassan H. Tairab
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Biology Teachers ◽  
Pedagogical Content

Investigation of Pre-Service Biology Teachers' Self-Confidence Concerning Technological Pedagogical Content Knowledge With Respect to Some Variables

2021 ◽  
pp. 47-63
Author(s):  
Dilek Sultan Acarli
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Biology Education ◽  
Education Programme ◽  
Technological Pedagogical Content Knowledge ◽  
Biology Teachers ◽  
Pedagogical Content ◽  
Self Confidence ◽  
Class Level ◽  
Significant Difference

The present study aims to determine pre-service biology teachers' self-confidence levels concerning their technological pedagogical content knowledge with respect to variables namely class level and computer knowledge. Designed as a survey, 91 pre-service teachers enrolled in the biology education programme participated in the study. Data were collected by using the Technological Pedagogical Content Knowledge Self- Confidence Scale developed by Graham, Burgoyne, Cantrell, Smith, Clair and Harris (2009) and adapted in Turkish by Timur and Tasar (2011). Findings of the study show that pre-service teachers have a high self-confidence concerning their technological pedagogical content knowledge. It was also found that there was no significant difference in pre-service teachers' self-confidence with respect to the class level. However, it was found that pre-service teachers who had enrolled in a computer course during their education had higher self-confidence.

scholarly journals Examining How Biology Teachers’ Pedagogical Beliefs Shape the Implementation of the Omani Reform-Oriented Curriculum

2021 ◽  
Vol 8 (3) ◽  
pp. 263-304
Author(s):  
Intisar Ambusaidi ◽  
Bernard Badiali ◽  
Khalid Alkharousi
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Science Curriculum ◽  
Pedagogical Beliefs ◽  
Biology Teachers ◽  
Student Centered ◽  
Pedagogical Content ◽  
Teachers Beliefs ◽  
Biology Curriculum

Research on science-education reform affirms the importance of taking into consideration teachers’ pedagogical beliefs in relation of the constructivist perspective to ensure successful implementation of a reform-oriented curriculum. In addition, prominent studies pinpoint the need for teachers to have sufficient pedagogical content knowledge (PCK) to adapt a reform-oriented science curriculum to meet students’ abilities and interests. This study focused on the reform-oriented science curriculum in Oman, and in particular, the grade 12 biology curriculum. The new biology curriculum emphasizes constructivism and encourages student-centered instruction, inquiry-based learning, cooperative learning, problem-solving, and critical thinking. However, since its implementation in 2008, various obstacles and challenges have been reported by teachers. These include a mismatch between the planned curriculum and the implemented curriculum. This mismatch has been attributed to a lack of motivation and PCK among teachers that would allow them to shift their teaching practices. Consequently, the purpose of this study was to understand how teachers’ pedagogical beliefs about student-centered learning have shaped their implementation of the curriculum. The study also sought to identify how biology teachers perceive the relationship between their PCK and their pedagogical decisions. An ethnographic approach to data analysis was employed, with multiple data sources including classroom observations, learning artifacts, reflections, and semi-structured interviews used. The findings of this ethnographic study indicate that Omani teachers’ beliefs and PCK shape the implementation of the reform-oriented curriculum by influencing their conceptualization of the curriculum, their identification of students’ misconceptions, their decisions about classroom teaching practices, and the level of their students’ engagement. The results of this study corroborate and expand upon previous research that suggests that teachers’ beliefs and PCK should be taken into consideration when designing and planning for new curriculum materials, teacher-education programs, and professional development opportunities. Keywords: pedagogical beliefs, reform-oriented curriculum, pedagogical content knowledge (PCK), constructivism, curriculum implementation.

alPedagogical Content Knowledge of Secondary Biology Teachers in Autonomous Region in Muslim Mindanao (ARMM): Its Effect on Students’ Science Process Skills

2014 ◽  
Vol 6 (1) ◽  
Author(s):  
DAYAMON T. MAGDARA
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Great Majority ◽  
Process Skills ◽  
Biology Teachers ◽  
Science Process Skills ◽  
Pedagogical Content ◽  
Autonomous Region ◽  
Secondary Biology ◽  
Almost All

In these times, humanity continues to witness the glorious reign of science and technology that is responsible for marvels that in centuries past were thought mere flights of the imagination. The study investigated the pedagogical content knowledge (PCK) of the biology teachers and its relation to the science process skill of students in secondary high school of mainland Autonomous Region in Muslim Mindanao (ARMM). Of the 17 biology teachers representing the sample school respondents, 10 expressed willingness to statistical tools like measures of central tendency, measures of variability. Somer’s d test and correlation coefficient were utilized for the analysis of the data gathered. Results showed a great majority of the biology teachers as holders of non-science/biology degrees and have not attendedseminars and trainings related to science. To augment their knowledge of the content, few of them pursued advanced courses either at the Master’s or PhD levels. Result showed that the teachers lend themselves to classification as novice,traditional, and experienced. Tests to establish correlations between teacher’s PCK and the student’s science process skills yielded very low correlations in almost all constructs when tested using the alpha 0.05 level of significance. The biology teachers from the two provinces (Lanao del Sur and Maguindanao) of the mainland ARMM are not science or biology-oriented teachers; therefore, a mismatch exists between teacher’s qualifications or preparations/training and their teaching assignment.Keywords: Education, pedagogical content knowledge, Science process skills, descriptive design, Marawi City, Philippines

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