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http://dx.doi.org/10.14697/jkase.2017.37.4.679

Pedagogical Content Knowledge of Socio-Scientific Issues: Characterizing Teachers' Experiences  

Chung, Haengnam (Seoul Dangsanseo Middle School)
Ryu, Suna (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.37, no.4, 2017 , pp. 679-691 More about this Journal
Abstract
Despite the growing importance of socio-scientific issues (SSI), little work has focused on teachers' pedagogical knowledge, and few studies have examined how in-service teachers use and apply SSI-related instructional methods and strategies. Consequently, the purpose of this study was to explore how science teachers with lots of SSI teaching experience determined teaching orientation, selected and revised instructional methods, and devised assessments in science classroom. We used a case study approach aimed at a deep description of these teachers' teaching experiences and employed semi-structured and in-depth interviews with five experienced teachers. Our findings indicate that teaching orientation and learning objectives seemed to influence the selection and modification of instructional strategies and methods. In addition, students' learning experiences or classroom environment were considered and modified in light of achieving these learning objectives. However, introducing SSI into the classroom assessment is not seriously considered by most teachers. This study can provide teachers with useful information when designing and developing SSI classes, taking into account various aspects of the PCK such as learning orientation, instructional methods, learner expereince and curriculum standards.
Keywords
Socio-scientific Issues SSI-PCK; Science Teachers; SSI teaching; SSI education;
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