Science Pedagogical Knowledge Research Articles

The Integration of Sustainable Development Goals in the Secondary Science Curriculum of Cordillera Administrative Region

Schools play a crucial role in education for sustainable development. The aims of this study are to determine the extent of the incorporation of the Sustainable Development Goals (SDGs) in the secondary science curriculum and the extent of knowledge and attitude of science teachers regarding SDGs. The research design was concurrent triangulation mixed method. Purposive sampling was used in the selection of the science curriculum while convenience sampling was used in determining the participants for the survey and focus group discussion. The locale of the study is at Cordillera Administrative Region, Philippines. Findings show that the clusters of the SDGs related competencies of the Junior High School science curriculum are 51.61% knowledge, 21.29% values, and 21.19% skills. The dimensions reveal 14 learning competencies for social, 25 environmental, and 23 economic. This means that students are taught the interconnection of social, ecological and economic issues as evident in the curriculum. Furthermore, the extent of knowledge of science teachers regarding SDGs is high (M = 3.10, SD = 0.15) while the attitude is very positive (M = 3.46, SD = 0.09). Pearson correlation indicates weak positive correlation between the two variables, r=.37 while regression test showed significant correlation between knowledge and attitude, r=.37, p=0.03. Therefore, due to the inclusive nature of the SDGs, they are a great tool for expanding the science curriculum by giving real-world scenarios and life skills. SDGs are also helpful teaching resources that offer depth and perspective to scientific lessons.

Literacy Profile of Flood and Rob Disaster Mitigation Among Sciences Teachers in Central Java

There is a need to acquire the data description of science teachers regarding literacy mitigation in Central Java. However, there is no specific data that informs these conditions. Therefore, the research aims to identify the literacy of flood disaster mitigation among science teachers in the Central Java province. Several 125 science teachers from 6 districts/cities in Central Java were involved as respondents. The flood and tidal disaster literacy instrument consists of 17 items divided into 2 parts. The first part concerns the teacher’s knowledge of floods and tidal waves. The second part contains the teacher’s insights about mitigating flood and tidal disasters. The findings show that the average teacher’s knowledge about floods and tidal waves is good (8.4 of 10). Meanwhile, the average knowledge of science teachers regarding literacy of flood and tidal disaster mitigation is in the sufficient category (11.4 of 18). This fact shows that science teachers’ flood and disaster mitigation literacy needs to be improved. Instilling disaster mitigation literacy, especially floods and tidal waves, can be done by implementing disaster mitigation education in science learning through research and community service.
 Keywords: mitigation literacy, disaster mitigation, STEAM, early warning system

Investigating the Relationship between Metacognition and STREAM Education in Science: An Exploratory Study

Metacognition and STREAM (Science, Technology, Reading, Engineering and Math) education are indisputable in today’s informational society for both personal and professional development. The current study aims to investigate the potential relationship between these two variables. Although there is not yet a substantial theoretical background that integrates both concepts into a coherent perspective, research on this topic can provide relevant insights on how to analyze and incorporate these concepts into a consistent theoretical and empirical paradigm. For this purpose, 3rd year students who are preparing themselves to become primary and preschool teachers participated in the study. They were given an online link to a self-reported measure of metacognition in science (the MAI scale) and an assessment task that measured how well they integrate STREAM knowledge with science-related topics. Data analysis revealed a significant relationship between metacognition and STREAM knowledge in science education. Moreover, it seems that metacognition is a significant predictor of STREAM knowledge. The results of this study are highly valuable in the context of the scarcity of research on this topic, being a starting point for the development of a theoretical perspective to explain the metacognition - STREAM education relationship.

The U.S. Landscape of Elementary Teachers’ Science Course Requirements

ABSTRACT One of the United States’ higher education system’s most important tasks is properly preparing elementary teachers to teach science. Teachers’ ability to use their science subject matter knowledge (SMK) to effectively develop pedagogical approaches can significantly contribute to their students’ engagement in science and motivation to pursue science-related careers. To date, several studies examine the influences of subject matter knowledge on teachers’ pedagogical strategies. Although there are still contradictions regarding those influences, providing teachers with adequate preparation in science SMK and science pedagogical knowledge is crucial. To understand how elementary teachers are currently prepared in science SMK, this study examines degree requirements across 223 colleges and universities in the U.S. to determine the number and type of general education science content courses required for candidates to complete their elementary education degrees. Our findings indicated that while many U.S. universities’ undergraduate general education science course requirements have increased in terms of required numbers of science credit hours since 2009, the related pedagogical science content knowledge and science content knowledge of pre-service elementary teachers has not also increased. Thus, we can surmise that increasing the required quantity of general education science courses does not correlate to increased science content knowledge, or increased science teaching confidence or competence, at least among undergraduate per-service elementary teachers.

Comparing the Use of Two Different Approaches to Assess Teachers’ Knowledge of Models and Modeling in Science Teaching

Science teacher knowledge for effective teaching consists of multiple knowledge bases, one of which includes science content knowledge and pedagogical knowledge. With the inclusion of science and engineering practices into the national science education standards in the US, teachers’ content knowledge goes beyond subject matter knowledge and into the realm of how scientists use practices for scientific inquiry. This study compares two approaches to constructing and validating two different versions of a survey that aims to measure the construct of teachers’ knowledge of models and modeling in science teaching. In the first version, a 24-item Likert scale survey containing content and pedagogical knowledge items was found to lack the ability to distinguish different knowledge levels for respondents, and validation through factor analysis indicated content and pedagogical knowledge items could not be separated. Findings from the validation results of the first survey influenced revisions to the second version of the survey, a 25-item multiple-choice instrument. The second survey employed a competence model framework for models and modeling for item specifications, and results from exploratory factor analysis revealed this approach to assessing the construct to be more appropriate. Recommendations for teacher assessment of science practices using competence models and points to consider in survey design, including norm-referenced or criterion-referenced tests, are discussed.

‘Are they walking their talk?’: alignment of teachers’ professed beliefs and enacted practices for teaching through dialogic argumentation

ABSTRACT This exploratory multiple-case study investigated the belief systems (professed and enacted) of four secondary school biology teachers towards teaching through dialogic argumentation. The constant comparison method was used to iteratively assess the qualitative data, which included classroom observations, field notes, transcripts of the formal and informal interviews and teachers’ reflections, and classroom video and audio recordings. Three themes emerged to represent the teachers’ belief systems for teaching through dialogic argumentation: 1) using ‘inter-language’; 2) scaffolding the negotiated consensus; and 3) ‘taking up’ and ‘referring back’ to students’ ideas. Moreover, two other interesting results were revealed. First, the study corroborates previous results which state that teachers’ intentions or predispositions in addition to their eagerness and willingness to use reform-based strategies pushed them towards successful implementation of their strategies for teaching through dialogic argumentation. Second, the strategies they implemented somehow revealed how they view dialogic argumentation as an approach to the co-construction of knowledge in science teaching and learning. The study offers implications for future professional development in terms of improving other aspects, such as teachers’ understanding of the advantages of reform-based strategies and constant mentoring which may also influence their intentions to achieve the curriculum goals.

Evaluation of Secondary School Science Teachers’ Knowledge about Nature of Science

Science teachers in Pakistan teach science in a way that adds to the mythology of science. These myths and misconceptions may be due to misunderstandings of nature of science. Therefore, this study was designed to evaluate the knowledge of science teachers about nature of science (NOS). The objectives of study were to find out chemistry teachers’ understanding about: content, content situated nature of science and nature of science. Moreover, to find out relationship between content understandings, content situated NOS understanding and NOS understanding. The approach was quantitative; questionnaire was used to collect the data. The population of the study comprised of male and female secondary school science teachers who were teaching chemistry at secondary level in government schools of Azad Jammu and Kashmir (AJ&K). 105 secondary school science teachers; 59 females and 46 males were selected as sample of study through simple random sampling technique. Findings of study indicated that chemistry teachers did not understand content, content situated nature of science and nature of science. Content understanding, content situated nature of science understanding and understanding were positively significantly correlated with each other. It was recommended that capacity building programs for in-service science teachers may be designed immediately. Inclusion of nature of science in teacher training programs, in curriculum, in assessment, at all levels from school to university is recommended. It was recommended that prospective teachers may be provided opportunities to situate their nature of science learning in their lesson plans.
 Keywords: Nature of Science, Subject matter knowledge, content situated Nature of Science, scientific literacy, secondary level

Meta-Analysis: Correlation Study Between Science Process Skills and Learning Outcomes

Science process skills are essential for students to obtain and apply knowledge in science education. This meta-analysis aims to estimate the correlation between science process skills and academic achievement in science subjects. The data were collected from 10 journal articles that reported the correlation between science process skills and academic achievement in physics, chemistry, or biology. The results showed a significant positive correlation between science process skills and academic achievement (z = 2.978; p = 0.032; 95% CI [0.039; 0.879]). The effect size of science process skills on academic achievement was moderate (rRE = 0.459). This study suggests that enhancing science process skills can improve students’ learning outcomes in science subjects.

Marginalised Students’ Funds of Knowledge in Teaching and Learning Science: A Systematic Literature Review

Funds of knowledge refer to the historically accumulated and culturally developed bodies of knowledge and skills essential for household and individual functioning and well-being. Teachers face students from different backgrounds in the classroom. In order to provide the best possible education for all the students in a classroom, teaching practices must reflect an authentic sense of caring for a child in a way that recognises the importance of the utilisation of marginalised students’ fund of knowledge. Hence, reviewing existing literature systematically is very important for finding the gaps in using marginalised students’ funds of knowledge in science teaching and learning. A systematic Literature Review (SLR) is conducted to identify the type of funds of knowledge that can be used in science teaching and learning processes. Out of 321 articles identified from Scopus and Web of Science (WoS) databases, 28 articles were selected for the systematic review process. The finding of the analysis shows nine types of funds of knowledge that can be used in teaching and learning science, particularly for marginalised students. This research and its finding are expected to provide insight and information on the type of funds of knowledge for marginalised students that can be utilised in science education and contribute to the improved quality of science education in general.

Science Teachers' Perceptions on the Nature of Science: Towards a Better Understanding of Science and its Reality

The aim of the current research is to identify the level of perceptions of science teachers at the secondary stage in the city of Tabuk, Saudi Arabia, on the nature of science in the light of some variables. The Nature of Science Questionnaire-C (VNOS-C) developed by (Lederman et al., 2002) was applied to them. Data were analyzed by using the mean, standard deviation, percentage, independent two-sample T-test, and one-way ANOVA, followed by LSD test to determine the direction of statistically significant differences. The research reached the following results: the existence of sufficient conceptions of the concepts of the empirical basis of scientific knowledge, scientific knowledge based on evidence and exploration, the cumulative and changing nature of science, and scientific knowledge based on and dependent on application. Partial perceptions of concepts of scientific knowledge that include imagination and creativity, and scientific knowledge are integrated into the cultural and societal factors of society and the difference between scientific theory and law. The research did not find statistically significant differences for the concepts of the nature of science attributed to specialization, gender or teaching experience, except that: there are statistically significant differences in the concept of scientific knowledge based on evidence and exploration for the benefit of science teachers with specialization (physics) compared to other disciplines, as well as the presence of statistically significant differences in the concept of total knowledge of the concepts of the nature of science attributed to the teaching experience, and in favor of science teachers with years of teaching experience (more than 15 years), and there were statistically significant differences in the concept of scientific knowledge, including imagination and creativity, and in favor of the category (more than 15 years) compared to other experience categories. The research recommended the necessity of creating the necessary conditions and capabilities to raise the level of knowledge of science teachers about the nature of science.

Science Teachers' Perceptions on the Nature of Science: Towards a Better Understanding of Science and its Reality

The aim of the current research is to identify the level of perceptions of science teachers at the secondary stage in the city of Tabuk, Saudi Arabia, on the nature of science in the light of some variables. The Nature of Science Questionnaire-C (VNOS-C) developed by (Lederman et al., 2002) was applied to them. Data were analyzed by using the mean, standard deviation, percentage, independent two-sample T-test, and one-way ANOVA, followed by LSD test to determine the direction of statistically significant differences. The research reached the following results: the existence of sufficient conceptions of the concepts of the empirical basis of scientific knowledge, scientific knowledge based on evidence and exploration, the cumulative and changing nature of science, and scientific knowledge based on and dependent on application. Partial perceptions of concepts of scientific knowledge that include imagination and creativity, and scientific knowledge are integrated into the cultural and societal factors of society and the difference between scientific theory and law. The research did not find statistically significant differences for the concepts of the nature of science attributed to specialization, gender or teaching experience, except that: there are statistically significant differences in the concept of scientific knowledge based on evidence and exploration for the benefit of science teachers with specialization (physics) compared to other disciplines, as well as the presence of statistically significant differences in the concept of total knowledge of the concepts of the nature of science attributed to the teaching experience, and in favor of science teachers with years of teaching experience (more than 15 years), and there were statistically significant differences in the concept of scientific knowledge, including imagination and creativity, and in favor of the category (more than 15 years) compared to other experience categories. The research recommended the necessity of creating the necessary conditions and capabilities to raise the level of knowledge of science teachers about the nature of science.

The Benefits of Teacher Professional Development (TPD) Program Based on Partnership, Technology, and Ethnoscience Approach to Improving the TPACK of Science Teachers

This study aims to determine the benefits of the Teacher Professional Development (TPD) program based on the partnership, technology, and ethnoscience approach to improving the TPACK of science teachers. It was conducted for 3 months from September to November 2021. The subjects consisted of 28 science teachers in Nagekeo Regency spread over 6 districts. This study was conducted using 2 methods, online and offline. In the online method, teachers met via Zoom to analyze the concept of science in Nagekeo cultural activities, adjust the concept to basic competencies, and evaluate the results of learning implementation in the classroom. In the offline method, teachers met directly to, in group, design a culture-based science lesson plan, and 4 teachers mutually agreed to carry out direct learning in class using the designed lesson plan. The results of the pretest and posttest of science teacher knowledge on indicators in the TPACK components were analyzed. The results demonstrated a significant difference between the pretest and posttest results of the TPACK components. The pretest results showed an average value of 39.89 in the low category while the posttest results showed an average value of 88.24 in the high category. These results indicate that the TPD program based on the partnership, technology, and ethnoscience approach is useful in improving the TPACK of science teachers.

Analysis of category level performance on the Praxis® earth and space science: Content knowledge test: Implications for professional learning

A large body of work has shown that science teacher knowledge is one of the most fundamental components of effective teaching and learning. Our study analyzes the Praxis® Earth and Space Science Content Knowledge Test (ESS CKT) from May 2006 to June 2016. We present one of the largest datasets comprising 11,273 ESS teacher candidates in order to provide information about their demonstrated ESS CK. Understanding that the benefits associated with teacher retention outweigh the cost of hiring new teachers, our results can be used to design targeted professional learning (PL) experiences for pre- and inservice teachers. Findings from this study are particularly useful while planning inservice topic specific PL for teachers pre- and inservice ESS teachers by answering the following research questions (1) How have examinees performed as a whole in each category on the Praxis® ESS CKT? (2) Which personal and/or professional characteristics are most associated with examinee performance in each category and how does this inform professional learning? Examinee performance at the category level was analyzed through a five-part process: 1. Confirmatory Factor Analysis: 2. Percent correct; 3. Regression; 4. ANOVA; 5. Scaled points lost. Our findings revealed that examinees demonstrated strongest performance in the topics assessing Earth’s Atmosphere & Hydrosphere, Earth Materials & Surface Processes, and Tectonics & Internal Earth Processes and identity History of the Earth and its Life-Forms as topics in need of support. Across categories, we found differences in achievement associated with undergraduate major, gender, and ethnicity. Test-takers with geoscience majors consistently lost fewer points than their out-of-field counterparts, that men outperformed women in the study, and White test-takers lost fewer scaled points than Black and Hispanic candidates. Our recommendations include reviewing our results for alignment with state standards in order to develop comprehensive CK development that will be used as an anchor for focused support on those topics where test-takers tend to demonstrate lowest proficiency.

Situated and dynamic versus declarative and static forms of pedagogical content knowledge: An evaluation of the differences in test reactions and performance

AbstractPedagogical content knowledge (PCK) is an important target of science teacher knowledge assessment. Most studies that have assessed the PCK across a large sample of science teachers used a text‐based approach to elicit and assess the more declarative and static form of teachers' PCK. Recently, small‐scale qualitative studies have adopted a novel video‐based approach to characterize the more situated and dynamic form of PCK underpinning a teacher's in‐the‐moment pedagogical reasoning. In this relatively large‐scale mixed‐methods study, these two approaches to assessing PCK were compared. Specifically, a counterbalanced design was adopted to compare the test scores of 147 Grade 7 biology teachers in a video‐based PCK test with those of the same teachers in a text‐based PCK test with the same content. A subgroup of teachers (N = 30) with different levels of PCK was interviewed to further understand their reactions to the test and how these might have affected their test performance. The results of paired‐samples t tests showed that the teachers' PCK scores in the two types of test were significantly correlated, but their scores were significantly lower in the video‐based test. In terms of teacher reactions, although the teachers considered both types of test to be fair, they regarded the video‐based test as more authentic and more closely related to their job demands. The teachers reported putting more effort into the video‐based test and feeling more immersed and engaged, but also experiencing greater cognitive demand and a higher level of anxiety. A multiple regression analysis revealed that the cognitive demand perceived by the teachers significantly predicted their PCK scores in the video‐based test. The findings have implications for the valid design of video‐based PCK tests.

Learning to become ignorant: Improving the quality of epistemic knowledge in science education

AbstractIn considering goals for science education, it is conventional to make arguments for the utility of scientific knowledge for a variety of purposes. Less prominent are rationales based on the beauty or truth of science. In this paper, we examine how an approach to science education might be different if we shift the goals of communication to an appreciation of the ways in which our knowledge is limited, and how the practical boundaries of our knowledge can be closer than we think—in other words, how we are collectively ignorant. Key to this approach is a renewed understanding of the role of material investigations in providing partial knowledge. Instead of providing incontrovertible evidence, empirical investigations provide a form of “explanatory excess” whereby the appropriate choice of explanation is not necessarily one that can be simplistically determined. Although scientific practices provide techniques to minimize the possibility of error in making our conclusions, these practices are performed by fallible human communities, from which the notion of “tentative, yet durable” claims derives. We argue that public scientific literacy may be better served by more circumspect claims of validity, and crucially, an enhanced understanding of the ways in which materiality influences epistemic processes and limits our claims. We illustrate these proposals through the case of the International Young Physicists' Tournament, a contest that invites participants to play with interesting physical phenomena for over a year. We identify three factors prominent in these tournament problems that present possibilities for increasing the authenticity of practical investigations. These are (i) multiple physical interactions in phenomena leading to the openness of choice of explanatory theory; (ii) the qualitative, subjective nature of the explanatory utility of theories; and (iii) the material contingency of empirical investigations. We argue that a more open‐handed embrace of the limits of our knowledge may serve as a better epistemic orientation for science instruction.

Knowledge, Attitudes and Skills of Science Teachers Regarding ICT in West Sumatra

The objectives of this research were to study the differences in teachers’ knowledge of ICT based on schools’ location and teachers’ working experience, and to observe the relationship between teachers’ skills and attitudes about ICT. Participants were science teachers who worked in West Sumatra and purposive sampling was used. Data were analyzed using t-test and one-way ANOVA, and correlation product moment assessment was also employed. There was a significant difference between the knowledge of science teachers who taught in urban vs. rural areas (t = 3.15, p = 0.002); teachers who taught in urban areas had more knowledge about ICT compared with those who taught in rural areas. Moreover, there were differences in science teachers’ knowledge about ICT depending on their working experiences (t = 1.82, p = 0.07). Science teachers’ attitude about ICT had a weak and positive correlation with their skills in utilizing ICT. It can be concluded that prerequisites for learning science with the use of ICT are computer hardware, internet access, and training facilities in order to improve teachers’ knowledge on ICT, particularly experienced teachers.
 Keywords: ICT knowledge, ICT skills, science teachers, school location, work experience

A Reading Group for Science Educators: an Approach for Developing Personal and Collective Pedagogical Content Knowledge in Science Education

Reading, at its core, is a basic yet critical way to undertake learning and growth. This paper shares a professional learning and development initiative for science educators, which was underpinned by the popularity and premise of the reading group. In moving from simply being a vehicle for targeted discussion, the reading group facilitators sought to support the participants in taking a deeper dive into their practice with the impact ultimately being changes to their personal pedagogical content knowledge (PCK) for science. This small-scale qualitative study was informed by the voices of three science educators at different stages and career trajectories, who participated in interviews. The data revealed that their participation in the reading group informed the development of their personal and collective PCK by (a) creating conditions that encouraged meaningful links to be made between theory and practice, (b) encouraging the adoption of an inquiry stance as a means for engaging purposively with professional knowledge, and (c) initiating a transformation in their contemporary understandings of science and science education. By drawing on the participants’ narratives, this study brings to the fore both the simplicity and depth of complexity that can be achieved through a reading group focused on professional learning and development. The implications of this research are wide reaching as the reading group as a concept can be applied to a variety of contexts and shaped to reach a variety of educational needs.

ASSESSING THE VALIDITY AND RELIABILITY OF SCIENCE MULTIPLE CHOICE TEST USING RASCH DICHOTOMOUS MEASUREMENT MODEL

Multiple choice tests are widely applied to assess students’ knowledge in science education. This study aimed at assessing the validity and reliability of Science Multiple-choice Test in Malaysia. The items for this test were formulated by the researcher together with a panel of science teachers and the head of the science department with close reference to Secondary School Standard Curriculum (KSSM) syllabus. The test consists of 50 multiple-choice items with four options. Rasch measurement model was adopted to evaluate the quality of the Science Multiple-choice Test in terms of reliability analysis, item polarity analysis (PTMEA-CORR), item fit analysis and Principal Component Analysis of Residuals (PCAR). The reliability analysis was performed using Cronbach’s Alpha, and the results of reliability and separation index respectively indicated good reliability level of the test items. In order to improve the validity of the test, two negatively worded items (Q39 and Q40) were removed. Lastly, the PCAR analysis showed the unexplained variance in the 1st contrast (5.4%) was found to be well controlled and was below the ceiling value of one-third of the variance explained by the item (18.7%). However, the positive value of the disattenuated correlations indicate no evidence of the presence of secondary dimension. Keywords: multiple-choice test, Rasch measurement model, reliability and validity, science subject, secondary school standard curriculum

Penggunaan Penskor Jawaban Esai Otomatis dalam Pengukuran Pengetahuan Guru

Measuring the ability of teachers is part of the evaluation in the national education system. The development of the instrument in the form of essay questions has become an alternative because the instrument is considered to have better authenticity than the form of multiple choice questions. The implications of using the essay instrument were scored consistency and efficient resources. The purpose of this study was to examine the inter-rater reliability between the automated essay scoring system and human raters in measuring teachers’ knowledge using the essay instrument. The research was conducted randomly with 200 junior high school science teachers. The quantitative method design was applied to investigate the intra-class correlation coefficient (ICC) and Pearson's correlation (r) as indicators of the ability of automated essay scoring (UKARA) that had been used. The main data in this study were test answers from participants in the form of limited essay answers that have been distributed online. The inter-rater reliability coefficient between the UKARA and the human rater in this study was in the high category (more than 0.7) for all items or means that the score given by UKARA has a strong correlation with the score given by human rater. These results mean that UKARA has adequate capability as an automated essay scoring system on the measurement of science teacher knowledge. 

How to Measure Profile-Based Teacher Pedagogical Content Knowledge?

This study aims to determine the profile of teachers' pedagogic content knowledge (PCK) through PCK measurement management. This study uses a quantitative approach with a survey method. The respondents of this study were 105 science teachers at junior high schools in DKI Jakarta who were taken by random sampling. Teacher PCK is measured through 5 (five) domains, namely: curriculum, pedagogy, subject matter, students, and schools, which are arranged in 66 test and non-test instruments. Data collection techniques were carried out through the distribution of test and non-test instruments with a Likert scale. The results of the validity and reliability test with the Pearson and Cronbach's alpha correlation test showed that the instrument was proven to be valid and reliable. The usability and significance test results show consistent and useful results. The results showed that most of the science teachers' PCK was very high, while the very low was less than 2%. Teachers' PCK levels are also influenced by educational strata, age, and seniority. The recommendation of this research is to provide training on making PCK instruments for teachers, as an effort to optimize the knowledge of science teachers in increasing the PISA scores of Indonesian students.