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http://dx.doi.org/10.14697/jkase.2014.34.7.0625

The Analysis of the Factors of the Effectiveness of Science Teacher as Perceived by Students through the Perspective of Teacher Knowledge  

Lee, Kiyoung (Kangwon National University)
Park, Jaeyong (Kangwon National University)
Publication Information
Journal of The Korean Association For Science Education / v.34, no.7, 2014 , pp. 625-634 More about this Journal
Abstract
This study has investigated the factors that make a science teacher effective by analyzing students' perception of teacher knowledge required in enhancing their science learning. The basic components of teacher knowledge identified by previous researchers have been confirmed through Exploratory Factor Analysis (EFA). Based on the findings of the EFA, the questionnaire has been further analyzed using Confirmatory Factor Analysis (CFA) by means of Structural Equation Modeling (SEM). In addition, the differences in students' perception on the identified factors of effectiveness have also been analyzed in terms of gender and achievement level. The findings of the EFA showed that five factors of science teacher effectiveness were identified; namely, substantive knowledge, syntactic knowledge, knowledge of students' understandings, knowledge of instructional strategies, and knowledge of assessment. These five components have been divided into two categories of teacher knowledge, SMK and PCK. What we found from the CFA was the respective high correlation between substantive and syntactic knowledge, knowledge of students' understanding and instructional strategies and the low correlation between substantive knowledge and knowledge of instructional strategies. Students perceived substantive knowledge as the most effective factor, knowledge of assessment as the least effective factor. Also, there have been considerable differences in students' perception by gender and achievement level. We proposed, based on the findings, that SMK and PCK need to be integrated into a coherent manner for the effective science teaching practice. This study provides some implications for science teacher professional development and the improvement of science teacher preparation program.
Keywords
science teacher effectiveness; teacher knowledge; pedagogical content knowledge; subject matter knowledge; factor analysis;
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Times Cited By KSCI : 5  (Citation Analysis)
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