scholarly journals Identification of Pedagogical Content Knowledge (PCK) for Prospective Chemistry Teachers: Efforts to Build Teachers’ Professional Knowledge

2021 ◽  
Vol 1842 (1) ◽  
pp. 012077
Author(s):  
Y Sri ◽  
A A Mardhiyah ◽  
M Mohammad ◽  
S Endang
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Professional Knowledge ◽  
Chemistry Teachers ◽  
Pedagogical Content

scholarly journals Exploring the complexities of describing foundation phase teachers’ professional knowledge base

2015 ◽  
Vol 5 (1) ◽  
pp. 22 ◽  
Author(s):  
Carol Bertram ◽  
Iben Christiansen ◽  
Tabitha Mukeredzi
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Professional Knowledge ◽  
Methodological Issues ◽  
Barriers To Learning ◽  
Pedagogical Content ◽  
Kwazulu Natal ◽  
Grade 3 ◽  
Written Test ◽  
The University

The purpose of this paper is to engage with the complexities of describing teachers’ professional knowledge and eventually also their learning through written tests. The bigger research aim is to describe what knowledge foundation phase teachers acquired during their two years of study towards the Advanced Certificate of Teaching (ACT). We designed a written test to investigate the professional knowledge that teachers bring with them when they enrol for the ACT, with the aim of comparing their responses to the same test two years later, when they had completed the programme. The questionnaire included questions on teachers’ content knowledge; their pedagogical content knowledge (in particular, teachers’ knowledge about learner misconceptions, stages of learning, and ways of engaging these in making teaching decisions); and their personal knowledge (such as their beliefs about how children learn and barriers to learning). It spanned the fields of literacy in English and isiZulu, numeracy, and general pedagogy. Eighty-six foundation phase teachers enrolled for the ACT at the University of KwaZulu-Natal completed the questionnaire, and their responses pointed us to further methodological issues. We discuss the assumptions behind the design of the test/questionnaire, the difficulties in formulating relevant questions, and the problems of ‘accessing’ specific elements of teacher knowledge through this type of instrument. Our process shows the difficulties both in constructing questions and in coding the responses, in particular concerning the pedagogical content knowledge component for teachers from Grade R to Grade 3.

scholarly journals Analyze of Chemistry Teacher Profiles Using Technological Pedagogical Content Knowledge (TPACK) Framework

2019 ◽  
Author(s):  
Nur Tsalits Fahman Mughni
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Plan ◽  
Base Material ◽  
Teaching Experience ◽  
Acid Base ◽  
Learning Methods ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Qualitative Descriptive

This study aims to analyze the profile of technological pedagogical and content knowledge (TPACK) chemistry teachers at one of the schools in Jakarta. The criteria for the teachers analyzed are professional teachers who have been certified and have more than 20 years of teaching experience. The method used in this study is a qualitative descriptive research method. The data sources were collected through the TPACK questionnaire referring to the Schmid instrument (2009), lesson plan analysis, observation of the learning process, and interviews. The results show that chemistry teachers can apply learning methods that vary each meeting according to the characteristics of acid-base material. The teacher also utilizes technology information & communication (ICT) based learning media to simplify and clarify material delivery. It can be concluded that teachers have pedagogical content knowledge (PCK) and technological content knowledge (TCK). The use of ICT media such as interactive power points, videos and mobile phones to support selected learning methods, shows that teachers are also competent in technological pedagogical knowledge (TPK). The results of the study concluded that the teacher had integrated all TPACK components into acid-base learning.

scholarly journals Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Feng Deng ◽  
Ching Sing Chai ◽  
Hyo-Jeong So ◽  
Yangyi Qian ◽  
Lingling Chen
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Epistemological Beliefs ◽  
Discriminant Validity ◽  
Lesson Plan ◽  
Technological Pedagogical Content Knowledge ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Convergent And Discriminant Validity ◽  
Survey Measure

While various quantitative measures for assessing teachers’ technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of validity especially for content specific areas. In this paper, we examined how the TPACK survey measure is aligned with the TPACK lesson plan measure and how they are related to the measure of epistemological beliefs about chemistry. The participants were 280 Chinese preservice chemistry teachers enrolled in a university in China. Both exploratory and confirmatory factory analyses were performed on the TPACK survey measure to help to establish validity, including considerations for convergent and discriminant validity. This was followed by the invariance test to examine factorial validity as related to gender. To establish the predictive validity of TPACK, the relationships among teachers’ epistemological beliefs, TPACK, and their capacity for planning technology-integrated lessons were also examined. Overall, the results showed that all four types of validity looked at in this study (i.e., convergent, discriminant, factorial, and predictive) were satisfactorily established. Implications for TPACK research and teacher education are also discussed.

Development and Nature of Preservice Chemistry Teachers’ Pedagogical Content Knowledge for Nature of Science

2015 ◽  
Vol 46 (4) ◽  
pp. 575-612 ◽  
Author(s):  
Betül Demirdöğen ◽  
Deborah L. Hanuscin ◽  
Esen Uzuntiryaki-Kondakci ◽  
Fitnat Köseoğlu
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Nature Of Science ◽  
Chemistry Teachers ◽  
Pedagogical Content

scholarly journals The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers

2018 ◽  
Vol 19 (1) ◽  
pp. 80-105 ◽  
Author(s):  
Fatma Nur Akın ◽  
Esen Uzuntiryaki-Kondakci
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Chemical Equilibrium ◽  
Reaction Rate ◽  
Novice Teacher ◽  
Experienced Teachers ◽  
Instructional Materials ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Depth Analysis

We examined the interactions among pedagogical content knowledge (PCK) components of novice and experienced chemistry teachers in teaching reaction rate and chemical equilibrium topics in this qualitative multiple-case design study. For this aim, three chemistry teachers who had different levels of teaching experience in chemistry teaching were selected through a process of purposeful sampling. Multiple types of data were gathered through more than two months. In order to collect and triangulate data, a card-sorting activity, a Content Representation (CoRe) tool, semi-structured interviews, observation of instruction, and field notes were utilized. Data were analyzed through three approaches: in-depth analysis of explicit PCK, the enumerative approach, and constant comparative methods. The results revealed eight characteristics of the interactions of the PCK components: (a) the novice teacher's orientations towards science, in contrast to the experienced teachers’, were more broad and non-specific, which impeded the interactions among the components, (b) the interplay of the PCK components was idiosyncratic and topic specific, (c) the novice teacher's PCK maps were fragmented while the experienced teachers’ PCK maps were integrated, (d) the experienced teachers, in contrast to the novice teacher, interacted more than two PCK components in most of their teaching fragments, (e) knowledge of learner, knowledge of curriculum and knowledge of instructional strategies were central in the interplays of all teacher maps, (f) the experienced teachers were more successful than the novice teacher in translating their knowledge into practice in terms of the integration among PCK components, (g) teacher self-efficacy appeared to play a role in their use of PCK components and constructing interactions among them, and (h) all teachers taught the same topics with similar lesson plans and the same instructional materials; however, they differed in terms of how they connect the PCK components. Implications and suggestions for teacher education and science education research are presented.

scholarly journals Enacted Pedagogical Content Knowledge Profiles of Chemistry Teachers

2021 ◽  
Vol 7 (1) ◽  
pp. 565
Author(s):  
Hatice Belge Can
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Strategies ◽  
Evaluation Criteria ◽  
Real Life ◽  
Three Dimensions ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Knowledge And Skills ◽  
Conceptual Teaching

This research focuses on chemistry teachers’ enacted pedagogical content knowledge (ePCK) in equilibrium in chemical reactions. The enactment dimension of this pedagogical content knowledge (PCK) encompasses enacted knowledge and skills as well as those embedded in practice concerning the Refined Consensus Model of PCK, the most recent PCK model in science education. As ePCK plays out throughout the whole pedagogical cycle, it was conceptualized as to exist in three forms, such that ePCKP, ePCKT, and ePCKR. While ePCKP and ePCKR represent the knowledge and skills that a teacher uses for planning and reflecting respectively, ePCKT is related to what a teacher does in the classroom. The holistic nature of ePCK was investigated by using multiple data sources in real-life contexts. Specifically, pre-and post-observation interviews and lesson observations were used to elicit ePCK profiles and to provide triangulation. The grand rubric was customized for use both as an interview protocol and as an observational protocol for analyzing all of the three dimensions of ePCK around the analytical parameters of knowledge and skills related to curricular saliency, conceptual teaching strategies, and student understanding of science. Results revealed that chemistry teachers’ ePCK profiles are not uniform across planning, teaching, and reflecting phases, ePCK components, and evaluation criteria. Chemistry teachers perform highest in reflection concerning conceptual teaching strategies and lowest in teaching in terms of curricular saliency. Recommendations for science PCK research were shared.

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