Abstract
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.
Highlights
Pedagogical content knowledge (PCK) is a useful construct for explaining how to enhance2021, Vol 7, No 1 students’ science learning (Kind & Chan, 2019) as teachers with high-quality pedagogical content knowledge (PCK) know ‘when to apply a certain strategy in recognition of students’ actual learning needs and understanding why a certain teaching approach may be useful in one situation’ (van Driel, Berry, & Meirink, 2014, p. 865)
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 enacted pedagogical content knowledge (ePCK) around the analytical parameters of knowledge and skills related to curricular saliency, conceptual teaching strategies, and student understanding of science
Results ePCK profiles of chemistry teachers in teaching equilibrium in chemical reactions were reported below by referencing mainly to Table 4 which introduces the number of teachers in each level of performance for phases of the pedagogical cycle, ePCK components, and evaluation criteria
Summary
Pedagogical content knowledge (PCK) is a useful construct for explaining how to enhance. 2021, Vol 7, No 1 students’ science learning (Kind & Chan, 2019) as teachers with high-quality PCK know ‘when to apply a certain strategy in recognition of students’ actual learning needs and understanding why a certain teaching approach may be useful in one situation’ Regarding the need for consensus understandings on science teachers’ PCK, teacher education scholars in various continents have devoted collective efforts through two consecutive summits. The first and second PCK summits show serious shifts in terms of their specific purposes (Carlson & Daehler, 2019), the primary purpose that underlies both of them can be restated as to generate consensual views about the conceptualization, investigation, and interpretation of PCK within the context of science education (Chan & Hume, 2019). Summits and outcomes of them (i.e., PCK models) are worthy so that research findings consistently build on one another to move the PCK literature forward which in turn informs policy documents, science teaching, and science learning
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