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http://dx.doi.org/10.15267/keses.2017.36.4.405

A Case Study for Exploring Topic-Specific PCK Progression on Elementary Teachers' Instruction of 'Earth Revolution'  

Lee, Jeong-A (Seoul National University)
Lee, Kiyoung (Kangwon National University)
Publication Information
Journal of Korean Elementary Science Education / v.36, no.4, 2017 , pp. 405-427 More about this Journal
Abstract
This study aims to describe various teaching cases about 'earth revolution' in terms of PCK; knowledge of curriculum, knowledge of teaching strategies and knowledge of assessment. Based on these various cases we suggested PCK progressions about 'earth revolution'. For these, we recorded 'solar system and star' classes of nine elementary school teachers' in Kangwon, Gyeonggi, Gwangju, and Seoul. We adopted Lee & Lee (2016)'s topic-specific PCK framework to analyze the classes. As results, we suggested topic-specific PCK progression about 'earth revolution'. The results showed the upper anchor of the earth revolution class were exploring the reason of the change of constellation, finding the tendency of constellation change. These teachings were carried by the teachers' adaptive strategies. The upper anchor of the assessment was monitoring students' understanding during the whole class. The PCK progression about 'earth revolution' could help the teachers plan the earth revolution class, and reflect their own teachings.
Keywords
PCK progression; learning progression; topic-specific PCK; earth revolution;
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Times Cited By KSCI : 7  (Citation Analysis)
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