Developing pedagogical content knowledge by teachers in the context of engaging students in scientific practices
DOI:
https://doi.org/10.52673/18570461.24.3-74.16Keywords:
three-dimensional learning in science, scientific practices, pedagogical content knowledgeAbstract
The new educational standards for pre-university science learning were proposed in 2012 in the United States, comprising three dimensions for science learning: scientific and engineering practices, crosscutting concepts and disciplinary core ideas. In 2014, J. Osborne emphasized the fact that teaching and evaluating the scientific practices involves the development of pedagogical content knowledge of teachers. In the model proposed by Magnusson el al., pedagogical content knowledge of science teachers includes orientation towards science teaching; knowledge and beliefs about the curriculum; knowledge and beliefs about how students understand science; knowledge and beliefs about assessment methods in science; knowledge and beliefs about instructional strategies used in science teaching. Orientation towards teaching science shapes the other components. In this article it is discussed how the components of pedagogical content knowledge might develop when teachers teach and assess scientific practices.
References
1. National Research Council (NRC). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington DC: The National Academies Press, 2012, https://doi.org/10.17226/13165
2. Three Dimensional Learning, [online] https://www.nextgenscience.org/three-dimensional-learning (consultat: 09.03.2023).
3. National Research Council. Guide to Implementing the Next Generation Science Standards. Washington, DC: The National Academies Press, 2015, https://doi.org/10.17226/18802
4. Departamentul de Știinţele Educaţiei al Universităţii din Michigan, Statele Unite. Michigan Science Standards. An overview for principals, [online] https://www.michigan.gov/-/media/Project/Websites/mde/Academic-Standards/MSS_Admin_Overview.pdf?rev=e628cefd04a4451aaeb4464bb051e8ea (consultat: 09.03.2023).
5. Nelson, P.C., Matz, R.L., Bain, K., Fata-Hartley, C.L., & Cooper, M.M. Characterizing faculty motivation to implement three-dimensional learning. In: Disciplinary and Interdisciplinary Science Education Research, 2023, 5(1), https://doi.org/10.1186/s43031-023-00079-0
6. Halawa, S., Hsu, Y.S., Zhang, W.X., Kuo, Y.R., & Wu, J.Y. Features and trends of teaching strategies for scientific practices from a review of 2008-2017 articles. In: International Journal of Science Education. 2020, 42(7), 1183-1206, https://doi.org/10.1080/09500693.2020.1752415
7. Jiménez-Aleixandre, M.P., Crujeiras, B. Epistemic Practices and Scientific Practices in Science Education. In: Science Education; Taber, K.S., Akpan, B. (Eds.), Rotterdam: Sense Publishers. 2017, 69-80, https://doi.org/10.1007/978-94-6300-749-8_5
8. Development and validation of an observation-based protocol to measure the eight scientific practices of the next generation science standards in K-12 science classrooms. In: Journal of Research in Science Teaching. 2021, 58(10), 1489-1526, https://doi.org/10.1002/tea.21716
9. Phillips, A.M., Watkins, J., & Hammer, D. Problematizing as a scientific endeavor. In: Physical Review Physics Education Research. 2017, 13(2), 020107, https://doi.org/10.1103/PhysRevPhysEducRes.13.020107
10. Tröger, H., Sumfleth, E., Tepner, O. Chemistry Teachers' Professional Knowledge, Classroom Action, and Students' Learning: The Relevance of Technical Language. In: K. Hahl et al. (Eds.), Cognitive and Affective Aspects in Science Education Research, Cham: Springer. 2017, 207-219, https://doi.org/10.1007/978-3-319-58685-4_16
11. Shulman, L.S. Knowledge and teaching: foundations of the new reform. In: Harv. Educ. Rev. 1987, 57, 1-22, https://doi.org/10.17763/haer.57.1.j463w79r56455411
12. Aydin, S. & Boz, Y. The nature of integration among PCK components: A case study of two experienced chemistry teachers. In: Chem. Educ. Res. Pract. 2013, 14, 615-624, https://doi.org/10.1039/C3RP00095H
13. Shulman, L.S. Those who understand: knowledge growth in teaching. In: Educ. Res. 1986, 15, 4-14, https://doi.org/10.3102/0013189X015002004
14. Neumann, K., Kind, V., Harms, U. Probing the amalgam: the relationship between science teachers' content, pedagogical and pedagogical content knowledge. In: International Journal of Science Education. 2019, 41 (7), 847-86, https://doi.org/10.1080/09500693.2018.1497217
15. Geddis, A.N., Onslow, B., Beynon, C., & Oesch, J. Transforming content knowledge: learning to teach about isotopes. In: Science Education. 1993. 77(6), 575-591, https://doi.org/10.1002/sce.3730770603
16. Luca-Husti, M.-L. Considerații teoretice asupra transpunerii didactice. In: Atelier Didactic. Publicaţie periodică a Casei Corpului Didactic a Municipiului București. 2017, 6, 16-18.
17. Magnusson, S., Krajcik, J., Borko, H. Nature, sources, and development of the pedagogical content knowledge for science teaching. In: J. Gess-Newsome and N. G. Lederman (eds.), Examining pedagogical content knowledge, Dordrecht: Kluwer Academic Publishers. 1999, 95-132, https://doi.org/10.1007/0-306-47217-1_4
18. Carlson, J. & Daehler, K.R. The refined consensus model of pedagogical content knowledge in science education. In: C. Hume et al. (eds.), Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science, Singapore: Springer. 2019, 77-92.
19. Gess-Newsome, J. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In: A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education, New York: Routledge. 2015, 28-42.
20. Behling, F., Förtsch, C., Neuhaus, B.J. Using the Plan-Teach-Reflect Cycle of the Refined Consensus Model of PCK to Improve Pre-Service Biology Teachers' Personal PCK as Well as Their Motivational Orientations. In: Educ. Sci. 2022, 12(10), 654, https://doi.org/10.3390/educsci12100654
21. Chan, K.K.H., & Hume, A. Towards a consensus model: Literature review of how science teachers' pedagogical content knowledge is investigated. În: A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning PCK in teachers' professional knowledge. Singapore: Springer. 2019, 3-76, https://doi.org/10.1007/978-981-13-5898-2_1
22. Osborne, J. Teaching Scientific Practices: Meeting the Challenge of Change. In: Journal of Science Teacher Education. 2014, 25(2), 177-196, https://doi.org/10.1007/s10972-014-9384-1
23. Liu, L., & Jackson, T.A recent review of learning progressions in science: Gaps and shifts. In: The Educational Review. 2019, 3(9), 113-126, https://doi.org/10.26855/er.2019.09.001
Downloads
Published
License
Copyright (c) 2024 Roxana S. Timofte (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
