Abstract
AbstractThe purpose of this study is to provide insight into short‐term professionalization of teachers regarding teaching socioscientific issues (SSI). The study aimed to capture the development of science teachers' pedagogical content knowledge (PCK) for SSI teaching by enacting specially designed SSI curriculum materials. The study also explores indicators of stronger and weaker development of PCK for SSI teaching. Thirty teachers from four countries (Cyprus, Israel, Norway, and Spain) used one module (30–60 min lesson) of SSI materials. The data were collected through: (a) lesson preparation form (PCK‐before), (b) lesson reflection form (PCK‐after), (c) lesson observation table (PCK‐in‐action). The data analysis was based on the PCK model of Magnusson, Krajcik, and Borko (1999). Strong development of PCK for SSI teaching includes “Strong interconnections between the PCK components,” “Understanding of students' difficulties in SSI learning,” “Suggesting appropriate instructional strategies,” and “Focusing equally on science content and SSI skills.” Our findings point to the importance of these aspects of PCK development for SSI teaching. We argue that when professional development programs and curriculum materials focus on developing these aspects, they will contribute to strong PCK development for SSI teaching. The findings regarding the development in the components of PCK for SSI provide compelling evidence that science teachers can develop aspects of their PCK for SSI with the use of a single module. Most of the teachers developed their knowledge about students' understanding of science and instructional strategies. The recognition of student difficulties made the teacher consider specific teaching strategies which are in line with the learning objectives. There is an evident link between the development of PCK in instructional strategies and students' understanding of science for SSI teaching.
Highlights
To educate future citizens who are familiar with the scientific way of thinking, and can use this insight in everyday life, many countries have incorporated socioscientific issues (SSI) in science curricula
We first present the results for the development in the components of pedagogical content knowledge (PCK) for SSI teaching and the results for the interconnection between the components of PCK for SSI where we explored the quality of PCK for SSI
It is not surprising to find out that focus on science content indicates strong development of PCK, our findings suggest that considering science content and SSI skills goals important is an indicator for strong development of PCK for SSI teaching
Summary
To educate future citizens who are familiar with the scientific way of thinking, and can use this insight in everyday life, many countries have incorporated socioscientific issues (SSI) in science curricula. Other examples of long-term PD include teachers and researchers working together to co-design SSI activities (e.g., Friedrichsen et al, 2016) which again has led to teachers' becoming comfortable in implementing SSI in their classes
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have