The development of teachers’ pedagogical content knowledge in teaching biology

2018 ◽  
Vol 5 (1) ◽  
pp. 133-140
Author(s):  
Suriya Chapoo ◽  
Kongsak Thathong ◽  
Lilia Halim
Keyword(s):  
Learning Styles ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Curriculum ◽  
Training Programme ◽  
Structure Interview ◽  
Lesson Plans ◽  
Biology Teachers ◽  
Pedagogical Content ◽  
Semi Structure Interview

This paper examines the development of biology teachers’ pedagogical content knowledge (PCK). All participants were provided with PCK training activities to improve their understanding of PCK and ability in creating lesson plans according to content representation (CoRe). Research instruments used in this study were open-ended questionnaire, semi-structure interview, lesson plans, CoRe and pedagogical and professional-experience repertoire. The results of the PCK training programme indicated that before participation in the training workshop, three biology teachers lacked content knowledge in some specific topics of biology so that their teaching methods were not congruent with five components of PCK. After the PCK training programme, the three biology teachers understood more about biology contents and the five components of PCK. They realised the importance of the students’ prior knowledge and individual differences of learning styles as well as different biology conceptions. They focused on the inquiry-based learning in accord with the National Science Curriculum Standards. Keywords: Pedagogical content knowledge (PCK), content representations (CoRes), biology teachers, experience teachers.

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.

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

2020 ◽  
Vol 8 (1) ◽  
pp. 73-114
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.

scholarly journals Pedagogical content knowledge of mathematics student-teachers in developing ethnomathematics-based lesson plans

2020 ◽  
Vol 1 (1) ◽  
pp. 1-12
Author(s):  
Meita Fitrianawati ◽  
Mukti Sintawati ◽  
Marsigit Marsigit ◽  
Endah Retnowati
Keyword(s):  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Sampling Technique ◽  
Lesson Plans ◽  
State University ◽  
Pedagogical Content ◽  
Mathematics Student ◽  
Academic Year ◽  
Cluster Random Sampling

This study aims to describe the pedagogical content knowledge (PCK) of mathematics student-teachers of Yogyakarta State University (YSU). The population is mathematics student-teachers of YSU in their seventh semester of the academic year 2017/2018 who undertook ethnomathematics. A sample of 31 students was established using the cluster random sampling technique. The research instrument is in the form of ethnomathematics lesson plans developed by the students. The result of the study shows that the students’ PCK in developing ethnomathematics lesson plans is generally at the level of growing PCK. Viewed from the material and pedagogical aspects, the students’ PCK falls at the level of growing PCK. The students’ PCK in developing the lesson plans of ethnomathematics of Prambanan Temple is at the level of growing PCK. The students’ PCK in developing the lesson plans of ethnomathematics of Yogyakarta Palace is at the level of pre-PCK. The students’ PCK in developing the lesson plans of ethnomathematics of Borobudur Temple is at the level of growing PCK.

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.

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