scholarly journals Analysis of Pedagogical Content Knowledge of Secondary School Science Teachers in Students’ Perspective

2021 ◽  
Vol 5 (II) ◽  
pp. 211-222
Author(s):  
Ihtasham Ali
Keyword(s):  
Secondary School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
School Science ◽  
Pedagogical Content ◽  
Secondary School Science

scholarly journals Analysis of a Moodle-based training program about the Pedagogical Content Knowledge of Evolution Theory and Natural Selection

2017 ◽  
Vol 7 (1) ◽  
pp. 14 ◽  
Author(s):  
Panagiotis K. Stasinakis ◽  
Michail Kalogiannnakis
Keyword(s):  
Natural Selection ◽  
Secondary School ◽  
Pedagogical Content Knowledge ◽  
Training Program ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Style ◽  
School Science ◽  
Evolution Theory ◽  
Pedagogical Content

In this study we aim to find out whether a training program for secondary school science teachers which wasorganized based on the model of Pedagogical Content Knowledge (PCK), could improve their individual PCK for aspecific scientific issue. The Evolution Theory (ET) and the Natural Selection (NS) were chosen as the scientificissues of interest. Both of them are fundamental in biology teaching, especially the ET which can be taught as aunifying theory of biology. The individual PCK of teachers can be improved by strengthening its components:knowledge, pedagogy and managing the context. The principals and content of the seminar were decided based onthe results of another study among Greek teachers for the characteristics of their PCK about ET, NS and Nature OfScience (NoS). The seminar involved 16 secondary school teachers. We found that all trainees improved theirindividual PCK and felt adequate to teach more effectively the ET and the NS to their students. All participantsthrough the activities they performed, moved to a more constructive and learner-centered teaching style compare towhat they used to do before the training program.

scholarly journals Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

2013 ◽  
Vol 29 (4) ◽  
Author(s):  
Syh-Jong Jang ◽  
Meng-Fang Tsai
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
School Science ◽  
Influential Factors ◽  
Font Size ◽  
Secondary School Science ◽  
Technology Knowledge

<span style="font-family: 新細明體; font-size: small;"> </span><p>Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing research on TPACK shows little about in-service secondary school science teachers' TPACK through a quantitative approach. The purposes of this study were to explore TPACK of secondary school science teachers using a new contextualized TPACK model. Associations between in-service teachers' TPACK and other factors were also examined. The TPACK questionnaire was mailed to secondary schools randomly selected across different parts of Taiwan, and return envelopes were provided for completed questionnaires. There were 1292 science teachers from secondary schools for factor analysis. An independent samples <em>t</em>-test was conducted when there were two groups (i.e., gender) to be compared for TPACK. ANOVA was conducted when there were more than two groups (i.e., science teaching experience) compared for TPACK. The results indicated that secondary science teachers' TPACK was statistically significant according to gender and teaching experience. With the consideration of other TPACK sub-components, male science teachers rated their technology knowledge significantly higher than did female teachers. Experienced science teachers tended to rate their content knowledge and pedagogical content knowledge in context (PCKCx) significantly higher than did novice science teachers. However, science teachers with less teaching experience tended to rate their technology knowledge and technological content knowledge in context (TPCKCx) significantly higher than did teachers with more teaching experience. The study shows how gender and teaching experience were influential factors for secondary school science teachers' TPACK. The research implications of this study are provided along with suggestions.</p><p class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify; text-justify: inter-ideograph;"> </p><span style="font-family: 新細明體; font-size: small;"> </span>

Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia

2016 ◽  
Vol 6 (2) ◽  
pp. 167 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Mahizer Hamzah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Information And Communications Technology ◽  
Primary Science ◽  
Pedagogical Content ◽  
Technology Application ◽  
Teachers Perceptions

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

scholarly journals Conceptualizing content-related PD facilitator expertise

2021 ◽  
Author(s):  
Susanne Prediger ◽  
Bettina Roesken-Winter ◽  
Rebekka Stahnke ◽  
Birte Pöhler
Keyword(s):  
Secondary School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Situated Learning ◽  
Mathematics Teaching ◽  
Learning Opportunities ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Situational Demands ◽  
Classroom Level

AbstractStudies of facilitators of professional development (PD) for mathematics teachers have been increasing in order to improve their preparation for conducting PD. However, specifications of what facilitators should learn often lack a conceptualization that captures facilitators’ expertise for different PD content. In this article, we provide a framework for facilitator expertise that is in line with current conceptualizations but makes explicit the content-related aspects of such expertise. The framework for content-related facilitator expertise combines cognitive and situated perspectives and allows unpacking different components at the PD level and the classroom level. Using two illustrative cases of different PD content (probability education in primary school and language-responsive mathematics teaching in secondary school), we exemplify how the framework can help to analyze facilitators’ practices in content-related ways in a descriptive mode. This analysis reveals valuable insights that support designers of facilitator preparation programs to specify what facilitators should learn in a prescriptive mode. We particularly emphasize the importance of working on content-related aspects, unpacking the PD content goals into the content knowledge and pedagogical content knowledge elements on the classroom level and developing facilitators’ pedagogical content knowledge on the PD level (PCK-PD), which includes curricular knowledge, as well as knowledge about teachers’ typical thinking about a specific PD content. Situated learning opportunities in facilitator preparation programs can support facilitators to activate these knowledge elements for managing typical situational demands in PD.

scholarly journals Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Fitri Suraya Mohamad
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Science Content ◽  
Extensive Experience ◽  
Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

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