Browse > Article
http://dx.doi.org/10.14697/jkase.2020.40.5.565

Pedagogical Content Knowledge for Science Practice-Based Instruction Developed by Science Teachers in a Teacher Learning Community  

Yang, Jungeun (Yangcheon Middle School)
Choi, Aeran (Ewha Womans University)
Publication Information
Journal of The Korean Association For Science Education / v.40, no.5, 2020 , pp. 565-582 More about this Journal
Abstract
The purpose of this study is to investigate middle school science teachers' pedagogical content knowledge for science practice-based instruction developed by five middle school science teachers in a teacher learning community. Science teachers in this study collaborated to examine lesson plans and reflect on teaching practice and collaboratively analyzed science curriculum, discussed video-recordings of teaching practice, and discussed to design detailed and elaborated lesson plans. Data collection consisted of pre and post questionnaire and interview, audio-recording of teacher discussion in a teacher learning community for one year, lesson plans, teacher written reflection, and video-recording of teaching practice. Data analysis reveals that science teachers developed pedagogical content knowledge for science practice-based instruction that consists of eleven sub-components of knowledge of science curriculum for science practice, knowledge of science practice-based instructional strategy, knowledge of students' science practice-based learning, and knowledge of science practice-based learning assessment. Science teachers in this study developed highly structured pedagogical content knowledge for science practice-based instruction.
Keywords
pedagogical content knowledge; teacher learning community; science practice;
Citations & Related Records
Times Cited By KSCI : 11  (Citation Analysis)
연도 인용수 순위
1 Demir, A., & Abell, S. K. (2010). Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program. Journal of Research in Science Teaching, 47(6), 716-741.   DOI
2 Doise, W., Mugny, G., & Perret-Clermont, A-N. (1975). Social interaction and the development of cognitive operation. European Journal of Social Psychology, 5(3), 367-383.   DOI
3 Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-312.   DOI
4 Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38(1), 39-72.   DOI
5 Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115.   DOI
6 Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results form a national sample of teachers. American Educational Research Journal, 38(4), 915-945.   DOI
7 Geertz, C. (1973). Thick description: The interpretation of cultures. New York: Basic Books.
8 Henze, I., Van Driel, J. H., & Verloop, N. (2008). Development of experienced science teachers’ pedagogical content knowledge of models of the solar system and the universe. International Journal of Science Education, 30(10), 1321-1342.   DOI
9 Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, Texas: Southwest Educational Development Laboratory.
10 Jeon, Y., & Choi, A. (2016). Analysis of inquiry activities in high school chemistry II textbooks based on the 2009 revised science curriculum: Focus on 8 science practices. Journal of the Korean Chemical Society, 60(1), 59-68.   DOI
11 Justi, R. S., & Gilbert, J. K. (2002a). Modelling, teachers’ views on the nature of modelling, and implications for the education of modellers. International Journal of Science Education, 24(4), 369-387.   DOI
12 Justi, R. S., & Gilbert, J. K. (2002b). Science teachers’ knowledge about and attitudes towards the use of models and modelling in learning science. International Journal of Science Education, 24(12), 1273-1292.   DOI
13 Keys, C. W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36(10), 1065-1084.   DOI
14 Kang, N. (2017). Korean teachers’ conceptions of models and modeling in science and science teaching. Journal of the Korean Association for Science Education, 37(1), 143-154.   DOI
15 Kang, N., & Lee, E. (2013). An analysis of inquiry activities in high school physics textbooks for the 2009 revised science curriculum. Journal of the Korean Association for Science Education, 33(1), 132-143.   DOI
16 Keys, C. W., & Bryan, L. A. (2001). Co‐constructing inquiry‐based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38(6), 631-645.   DOI
17 Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific thinking. Science Education, 77(3), 319-337.   DOI
18 Lin, H. S., Hong, Z. R., Yang, K. K., & Lee, S. T. (2013). The impact of collaborative reflections on teachers’ inquiry teaching. International Journal of Science Education, 35(18), 3095-3116.   DOI
19 Lee, H. & Cho, H. (2012). An exploration of teaching method for scientific inquiry including scientific argumentation in school science. Journal of the Korean Society of Earth Science Education, 5(2), 175-188.   DOI
20 Lee, S., Shin, M., Lee, G., Lee, S., & Kwon, N.(2010). Analyzing coherence of evidences and claims presented in elementary students' science writing for inquiry activities. Journal of Korean Elementary Science Education, 29(4), 505-514.
21 Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
22 McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. New York: Teachers College Press.
23 Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370-391.   DOI
24 Louis, K. S., Marks, H. M., & Kruse, S. (1996). Teachers’ professional community in restructuring schools. American Educational Research Journal, 33(4), 757-798.   DOI
25 Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In Gess-Newsome, J., & Lederman, N. G. (Eds.), Examining pedagogical content knowledge (pp. 95-132). Dordrecht, The Netherlands: Kluwer.
26 National Research Council [NRC] (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
27 McNeill, K. L., & Knight, A. M. (2013). Teachers’ pedagogical content knowledge of scientific argumentation: The impact of professional development on K-12 teachers. Science Education, 97(6), 936-972.   DOI
28 Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage Publications.
29 Ministry of Education. (2015). 2015 revised curriculum-Science. Seoul: Ministry of Education.
30 Newton, P., Driver, R., & Osborne, J. (1999). The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21(5), 553-576.   DOI
31 Osborne, J. (2014). Teaching scientific practices: Meeting the challenge of change. Journal of Science Teacher Education, 25(2), 177-196.   DOI
32 Pimentel, D. S., & McNeill, K. L. (2013). Conducting talk in secondary science classrooms: Investigating instructional moves and teachers’ beliefs. Science Education, 97(3), 367-394.   DOI
33 Osborne, J., Simon, S., Christodoulou, A., Howell‐Richardson, C., & Richardson, K. (2013). Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students. Journal of Research in Science Teaching, 50(3), 315-347.   DOI
34 Park, S. H. (2007). Teacher efficacy as an affective affiliate of pedagogical content knowledge. Journal of The Korean Association for Science Education, 27(8), 743-754.
35 Park, S., & Chen, Y. C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49(7), 922-941.   DOI
36 Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284.   DOI
37 Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA. : Sage Publications
38 Powell, K. C., & Kalina, C. J. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-250.
39 Richmond, G., & Manokore, V. (2011). Identifying elements critical for functional and sustainable professional learning communities. Science Education, 95(3), 543-570.   DOI
40 Roehrig, G. H., & Luft, J. A. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3-24.   DOI
41 Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258.   DOI
42 Sampson, V., & Blanchard, M. R. (2012). Science teachers and scientific argumentation: Trends in views and practice. Journal of Research in Science Teaching, 49(9), 1122-1148.   DOI
43 Schneider, R. M., & Plasman, K. (2011). Science teacher learning progressions: A review of science teachers’ pedagogical content knowledge development. Review of Educational Research, 81(4), 530-565.   DOI
44 Seo, K. (2015). Teacher learning communities. Seoul: Hakjisa.
45 Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.   DOI
46 Simon, S., Erduran, S., & Osborne, J. (2006). Learning to teach argumentation: Research and development in the science classroom. International Journal of Science Education, 28(2-3), 235-260.   DOI
47 Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4(2), 99-110.   DOI
48 Van Driel, J. H., Verloop, N., & De Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673-695.   DOI
49 Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.   DOI
50 Von Glasersfeld, E. (1995). Radical constructivism : A way of knowing and learning. Washington, D.C.: Falmer Press.
51 Vygotshy, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
52 Berland, L. K., & McNeill, K. L. (2010). A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts. Science Education, 94(5), 765-793.   DOI
53 Zangori, L., Forbes, C. T., & Biggers, M. (2013). Fostering student sense making in elementary science learning environments: Elementary teachers’ use of science curriculum materials to promote explanation construction. Journal of Research in Science Teaching, 50(8), 989-1017.   DOI
54 Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.   DOI
55 Alonzo, A. C., & Kim, J. (2016). Declarative and dynamic pedagogical content knowledge as elicited through two video‐based interview methods. Journal of Research in Science Teaching, 53(8), 1259-1286.   DOI
56 Alexopoulou, E., & Driver, R. (1996). Small‐group discussion in physics: Peer interaction modes in pairs and fours. Journal of Research in Science Teaching, 33(10), 1099-1114.   DOI
57 Aydin, S., & Boz, Y. (2013). The nature of integration among PCK components: A case study of two experienced chemistry teachers. Chemistry Education Research and Practice, 14(4), 615-624.   DOI
58 Bang, A., & Choi, A. (2016). Pre-service chemistry teachers’ designing and implementing inquiry-based science instruction that emphasizes argumentation and writing: Focus on ways to overcome difficulties. Journal of the Korean Chemical Society, 60(5), 342-352.   DOI
59 Berland, L. K., & Hammer, D. (2012). Framing for scientific argumentation. Journal of Research in Science Teaching, 49(1), 68-94.   DOI
60 Beyer, C. J., & Davis, E. A. (2008). Fostering second graders’ scientific explanations: A beginning elementary teacher’s knowledge, beliefs, and practice. The Journal of the Learning Sciences, 17(3), 381-414.   DOI
61 Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.   DOI
62 Capps, D. K., & Crawford, B. A. (2013). Inquiry-based instruction and teaching about nature of science: Are they happening? Journal of Science Teacher Education, 24(3), 497-526.   DOI
63 Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles, CA: Sage Publications.
64 Akerson, V. L., & Hanuscin, D. L. (2007). Teaching nature of science through inquiry: Results of a 3‐year professional development program. Journal of Research in Science Teaching, 44(5), 653-680.   DOI
65 Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175-218.   DOI
66 Cho, H., Han, I., Kim, H., & Yang, I. (2008). Analysis of elementary teachers’ views on barriers in implementing inquiry-based instructions. Journal of the Korean Association for Science Education, 28(8), 901-921.
67 Cho, S., & Baek, J. (2015). A case study on the inquiry guidance experiences of pre-service science teachers: Resolving the dilemmas between cognition and practice of inquiry. Journal of the Korean Association for Science Education, 35(4), 573-584.   DOI
68 Choi, M., & Choi, A. (2016). Analysis of activities in chemistry chapters of middle school science textbooks for the 2009 revised science curriculum: Focus on 8 science practices. Journal of the Korean Chemical Society, 60(6), 436-451.   DOI
69 Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3-14.   DOI