Area of Specialization and Teaching Performance of the Secondary Science Teachers in Negros Oriental, Philippines

Journal of Scientific Research and Reports ◽

10.9734/jsrr/2021/v27i1130461 ◽

2021 ◽

pp. 97-103

Author(s):

Roger S. Malahay

Keyword(s):

Content Knowledge ◽

Science Teachers ◽

The Philippines ◽

Scientific Field ◽

Teaching Performance ◽

Science Content ◽

General Science ◽

Graduate Studies ◽

Science Field ◽

Science Content Knowledge

The K to 12 reform and the new Philippine Professional Standard for Teachers have changed the landscape of teacher quality requirements in the Philippines. It is in this context that this study is deemed necessary to determine the area of specialization and the teaching performance of the public secondary school Science teachers in terms of science content knowledge with this new educational schemeThere were 46 respondents in this study from the Department of Education-Guihulngan City Division, Negros Oriental Philippines. Findings reveal that the science teachers’ area of specialization can be categorized as Bachelor of Secondary Education (BSED) major in General Science, BS in Scientific Field (Nursing, Biology, and Chemical Engineering) and the Non-Science Field (English, TLE, Social Science). It indicates that majority of them lack the needed educational qualification to teach all science disciplines in the K12 curriculum. Furthermore, it shows that the BSED-General Science teachers with outstanding rating perform better than the B.S. in Scientific Field group and the non-science teachers with very good and good performance ratings respectively. It is an indication of lack of science content knowledge among the non-science teachers. Furthermore, the result discloses that the area of specialization is a determining factor in their teaching performance. It revealed that among the three groups of respondents, the general science teachers appear to be the most efficient. They are followed by those in the B.S. in Scientific field, and the non-science teachers came out to be the lowest. Hence, it clearly suggests that the BSED-General Science teachers are the most qualified to teach science since they have the sufficient educational preparations. The B.S.in Scientific Field teachers need to undergo more training and enroll in graduate studies to master all the science areas in the K12 curriculum. While the non-science teachers are discouraged to handle science subjects since they lack the necessary educational preparation to teach science.

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Policy in Support of Pedagogy: Collaboration Among Scientists, Science Educators, and Engineers in Preparing Qualified K-8 STEM Teachers

Journal of Transformative Leadership & Policy Studies ◽

10.36851/jtlps.v5i1.477 ◽

2015 ◽

Vol 5 (1) ◽

pp. 51-60

Author(s):

Michele Korb ◽

Danika LeDuc ◽

Caron Inouyue ◽

Megan Jensen ◽

Meff Seitz

Keyword(s):

Content Knowledge ◽

Science Teachers ◽

Faculty Members ◽

Science Program ◽

Science Content ◽

General Science ◽

Science And Education ◽

K 12 ◽

Science Educators ◽

Collaborative Efforts

Teachers with knowledge of science and science teach-ing pedagogy are essential to teaching science in K-12 schools. We present collaborative efforts among science and science education faculty members that build a sci-ence teacher program with an overarching objective of training qualified science teachers. Our Foundational Level General Science program goes beyond increasing science content knowledge. Its design fosters a sustained collaboration for faculty in science and education to in-tegrate inquiry-based pedagogy into curricula with the goal of recruiting and retaining STEM teachers. Our ex-perience suggests that certain policies within the higher education infrastructure are necessary to sustain these efforts.

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Analysis of the Factors Influencing of Pre-service Science Teacher in Conceptualization of STEM Education: Self-Efficacy and Content Knowledge

Jurnal Penelitian Pendidikan IPA ◽

10.29303/jppipa.v7ispecialissue.877 ◽

2021 ◽

Vol 7 (SpecialIssue) ◽

pp. 225-230

Author(s):

Pramudya Dwi Aristya Putra ◽

Nur Ahmad ◽

Sri Wahyuni ◽

Erlia Narulita

Keyword(s):

Content Knowledge ◽

Science Teachers ◽

Stem Education ◽

Physics Education ◽

Self Efficacy ◽

Biology Education ◽

Service Science ◽

Survey Method ◽

Science Content ◽

Science Content Knowledge

This research investigates the factors that influence pre-service science teachers' conceptualization of STEM education. The factors involved STEM self-efficacy, STEM anxiety, science content knowledge, and mathematics content knowledge. The survey method was utilized in this research to collect a huge number of respondents at one time. The participants were 604 pre-service science teachers in Indonesia with different backgrounds (physics Education, biology education, chemistry education, Ingrate of Science education, and primary school education). The instruments were developed and share with participants using a google form to avoid the items that the participant did not fill in. The data analyzed using STEM showed that science content knowledge, STEM self-efficacy, and STEM anxiety were influencing the conceptualization of STEM education. This research suggested that to improve the quality of STEM education in the classroom. Pre-service science teachers should understand the concept of the content taught

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Pre-service science teachers’ and in-service physics teachers’ views on the knowledge and skills of a good teacher

Nordic Studies in Science Education ◽

10.5617/nordina.7644 ◽

2021 ◽

Vol 17 (3) ◽

pp. 277-292

Author(s):

Thomas Frågåt ◽

Ellen K. Henriksen ◽

Cathrine W. Tellefsen

Keyword(s):

Science Teacher ◽

Teacher Knowledge ◽

Content Knowledge ◽

Science Teachers ◽

Teaching And Learning ◽

Service Science ◽

Science Content ◽

Science Content Knowledge ◽

Physics Teachers ◽

Knowledge And Skills

Science teacher knowledge and skills have been thoroughly discussed by researchers; however, less is known about how teachers themselves conceptualise their professional qualities. We asked first and final-year pre-service science teachers and in-service physics teachers to describe the knowledge and skills needed to be a good science/physics teacher. Data was collected through a one-item questionnaire, followed by interviews. Using thematic coding with inductively defined codes as well as codes derived from theoretical perspectives on teacher knowledge and skills (notably the Refined Consensus Model of PCK), we found that all respondent groups emphasised science content knowledge as important. In-service teachers also often described external factors such as working conditions. First-year pre-service teachers put more emphasis on pedagogical skills and personality traits, whereas final-year pre-service teachers expressed a more integrated view of science teacher knowledge and skills. Further, we discuss the need for teacher education to focus on integrating science content knowledge and pedagogical knowledge through articulating aspects of PCK, and on giving pre- and in-service teachers arenas for professional development and for research-based discussions of teaching and learning.

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Teacher's Toolkit: Scientific Explanations and Arguments: Building New Science Content Knowledge Through Argumentation

Science Scope ◽

10.2505/4/ss14_037_09_12 ◽

2014 ◽

Vol 037 (09) ◽

Author(s):

Lauren Brodsky ◽

Andrew Falk

Keyword(s):

Content Knowledge ◽

Science Content ◽

Science Content Knowledge ◽

Scientific Explanations ◽

New Science

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

Studies of Applied Economics ◽

10.25115/eea.v39i1.4272 ◽

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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