Browse > Article
http://dx.doi.org/10.14697/jkase.2021.41.2.155

A Study on Science Teaching Orientation and PCK Components as They Appeared in Science Lessons by an Experienced Elementary Teacher: Focusing on 'Motion of Objects' and 'Light and Lens'  

Shin, Chaeyeon (Seoul National University)
Song, Jinwoong (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.41, no.2, 2021 , pp. 155-169 More about this Journal
Abstract
This study aims at exploring the features of science teaching orientation (STO) and its relationships with other PCK (pedagogical content knowledge) components. To do this, based on the definition of STO by Friedrichsen, Driel, & Abell(2011) and PCK model by Magnusson, Krajcik, & Borko(1999), we observed one experienced elementary teacher's science lessons for 21 lesson hours (10 hours of 'Motion of Objects' and 11 hours of 'Light and Lens') and carried out qualitative analyses of the data obtained from lessons observation, teacher interviews, and CoRe (content representation) responses. We analyzed the teacher's three aspects of STO (i.e. beliefs about the goals and purpose of science teaching, beliefs about the nature of science, and beliefs about science teaching and learning) which can converge into an overall STO of 'inquiry'. And these aspects of STO appear to interact differently with four PCK components (i.e. curriculum knowledge, learner knowledge, instructional knowledge, and assessment knowledge) depending on the topic of the lesson. It is hoped that this in-depth understanding of the features of STO and its relationship with other PCK components would provide useful information on how to monitor and improve STO and PCK of elementary teachers.
Keywords
PCK; elementary school teacher; motion of objects; light and lens; science teaching orientation;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Abell, S. K. (2007). Research on science teacher knowledge. In S.K. Abell & N.G. Lederman (Eds.), Handbook of research on science education, (pp. 1105-1149). Mahwah, NJ: Lawrence Erlbaum.
2 Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405-1416.   DOI
3 Appleton, K., & Kindt, I. (1999). How Do Beginning Elementary Teachers Cope with Science: Development of Pedagogical Content Knowledge in Science.
4 Gess-Newsome, J., & Carlson, J. (2013). The PCK summit consensus model and definition of pedagogical content knowledge. Paper presented at the Reports from the Pedagogical Content Knowledge (PCK) Summit, ESERA Conference.
5 Kaya, O. N. (2009). The nature of relationships among the components of pedagogical content knowledge of preservice science teachers: 'Ozone layer depletion' as an example. International Journal of Science Education, 31(7), 961-988.   DOI
6 Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. Examining pedagogical content knowledge: The construct and its implications for science education, (pp. 95-132). Dordrecht: Kluwer Academic Publishers.
7 Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.   DOI
8 Lincoln, Y. S., & Guba, E. G. (1990). Judging the quality of case study reports. Internation Journal of Qualitative Studies in Education, 3(1), 53-59.   DOI
9 Loughran, J., Milroy, P., Berry, A., Gunstone, R., & Mulhall, P. (2001). Documenting science teachers' pedagogical content knowledge through PaP-eRs. Research in Science Education, 31(2), 289-307.   DOI
10 Maeng, S. H., & Kim, C. J. (2009). Student-Centeredness of the Modality of Science Teaching Based on Discourse Language Code. Journal of the Korean Association for Science Education, 29(1), 116-136.
11 Park, S., Suh, J., & Seo, K. (2018). Development and validation of measures of secondary science teachers' PCK for teaching photosynthesis. Research in Science Edcuation, 48(3), 549-573.   DOI
12 Mavhunga, E., & Rollnic, M. (2011). The development and validation of a tool for measuring topic specific PCK in chemical equilibrium. In Proc. ESERA Conf.
13 McMillan, J. H., & Schumacher, S. (2001). Research in education: A conceptual introduction (5th ed.). New York: Longman.
14 Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.   DOI
15 Patton, M. Q. (2015). Qualitative research & evaluation methods : integrating theory and practice (4th ed. ed.). Thousand Oaks, California: SAGE Publications, Inc.
16 Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359.   DOI
17 Demirdogen, B. (2016). Interaction between science teaching orientation and pedagogical content knowledge components. Journal of Science Teacher Education, 27(5), 495-532.   DOI
18 Friedrichsen, P., Driel, J. H. V., & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95(2), 358-376.   DOI
19 Kwak, Y. S. (2008). Research on Characteristics of Teacher Professionalism by the Type of Science Pedagogical Content Knowledge. Journal of The Korean Association For Science Education, 28(6), 592-602.
20 Lederman, N. G. & O'Malley, M. (1990). Students' perceptions of tentativeness in science: Development, use, and sources of change. Science Education, 74(2), 225-239.   DOI
21 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
22 Putnam, R. T., & Borko, H. (1997). Teacher learning: Implications of new views of cognition. Dordrecht: Springer.
23 Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.   DOI
24 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
25 Rokeach, M. (1968). Beliefs, attitudes and values: A theory of organization and change. SanFrancisco: Jossey-Bass.
26 Shin. J. Y. (2015). A Student's Understanding and Difficulties on the Concept of Speed and Unit of Speed in the Elementary School. Masters Dissertation, Choungju National University of Education, Chung-buk, Korea.
27 Smith III, J. P., & Girod, M. (2003). John Dewey & psychologizing the subject-matter: big ideas, ambitious teaching, and teacher education. Teaching and Teacher Education, 19(3), 295-307.   DOI
28 Aydin, S., Friedrichsen, P. M., Boz, Y., & Hanuscin, D. L. (2014). Examination of the topic-specific nature of pedagogical content knowledge in teaching electrochemical cells and nuclear reactions. Chemistry Education Research and Practice, 15(4), 658-674.   DOI
29 Bell, B., & Cowie, B. (2002). A case study of formative assessment. Formative assessment and science education, (pp. 25-61). Dordrecht: Kluwer Academic Publishers.
30 Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.   DOI
31 Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher edcuation. Teaching and Teacher Education, 4(2), 99-110.   DOI
32 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
33 Yoo, K. W., Jung, J. W., Kim, Y. S., & Kim, H. B. (2018). Understanding Qualitative Research Methods. Seoul: ParkYoungStory.
34 Friedrichsen, P. M., & Dana, T. M. (2005). Substantive-level theory of highly regarded secondary biology teachers' science teaching orientations. Journal of Research in Science Teaching, 42(2), 218-244.   DOI
35 Campbell, T., Melville, W., & Goodwin, D. (2017). Science teacher orientations and PCK across science topics in grade 9 earth science. International Journal of Science Education, 39(10), 1263-1281.   DOI
36 Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272.   DOI
37 Friedrichsen, P. J. (2002). A substantive-level theory of highly regarded secondary biology teachers' science teaching orientations. Doctoral Dissertation, Pennsylvania State University, USA.
38 Garritz, A. (2013). PCK for dummies. Educacion Quimica, 24(EXTRAORD. 2), 462-465. doi:10.1016/S0187-893X(13)72512-6   DOI
39 Glaser, B. G., Strauss, A. L., & Strutzel, E. (1968). The discovery of grounded theory; strategies for qualitative research. Nursing research, 17(4), 364.   DOI
40 Griffiths, A. K. & Barry, M. (1993). High School Students' Views about the Nature of Science. School Science and Mathematics, 93(1), 35-37.   DOI
41 Jung, H. N, & Jhun, Y. S. (2014). Analysis on the Degree of Difficulty in Teaching and Learning the 'Speed of Objects' Chapter. Journal of Korean Elementary Science Education, 33(1), 172-180.   DOI
42 Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press, Columbia University.
43 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
44 Hume, A., & Berry, A. (2010). Constructing CoRes-a strategy for building PCK in pre-service science teacher education. Research in Science Education, 41(3), 341-355.   DOI
45 Kim, H. R., & Choi, S. Y. (2020). Survey on Teachers' Perception and Operational State for Elementary Science Online Remote Classes. Journal of Korean Elementary Science Education, 39(4), 522-532.   DOI
46 Kim, Y. H., & Yoo, J. H. (2019). Exploring Elementary Teachers' Difficulties on Teaching Science by Analyzing Questions in an Autonomous Online Teacher Community: Focusing on Physics Questions in Indischool. Journal of the Korean Association for Research in Science Education, 39(1), 73-88.
47 Kind, V. (2009). Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education, 45(2), 169-204.   DOI
48 Jung, S. J., & Shin, Y. J. (2020). Analysis of the difficulties experienced by elementary school teachers due to the combination of online and offline classes in COVID-19. The Journal of Education, 40(3), 93-112.