• Journal of Korean Elementary Science Education
• /
• v.43 no.1
• /
• pp.201-217
• /
• 2024

This introductory review study sought to conceptualize elementary school teachers' pedagogical content knowledge in science teaching (science PCK) by reinterpreting 11 science PCK research papers published in the Korean Journal Database from 2012 to 2023 based on the synthesized perspective of the model of teacher professional knowledge and skill (Consensus Model) proposed at the first PCK Summit in 2012 and the Revised Consensus Model (RCM) proposed at the second PCK Summit in 2016. Elementary teachers' science PCK was mainly analyzed based on Magnusson et al.'s (1999) PCK elements and described as the form of enacted PCK or personal PCK at the subject or discipline level. Personal PCK studies, which involved emotional factors, included the features of collective PCK from the RCM perspective. It was inferred that elementary school teachers' science PCK needs to be conceptualized by comprehensively considering the enacted PCK through individual teacher experiences and the collective PCK and personal PCK defined by experts.

• Journal of The Korean Association For Science Education
• /
• v.28 no.6
• /
• pp.618-632
• /
• 2008

Despite the rapidly growing body of research on science teachers' pedagogical content knowledge (PCK), most of the research has mainly focused on the definition of PCK and its components. The main purpose of this research was to explore the operational definition of PCK and to suggest another form by re-conceptualizing PCK, with the newly defined and conceptualized PCK capable of being used as standards and/or criteria in selecting the curricular content of and deciding the subject area of science teacher education. In this research, the science teachers' PCK was defined as the "practical knowledge and skills that are acquired through the curriculum of science education and in the course of teaching experiences, and which are used in their teaching of secondary school science." The science teachers' PCK was further defined as consisting of two integrated and/or combined dimensions: subject matter and pedagogy, each of which comprises several components. In this paper, the PCK is called science education literacy. The paper also presents the ways to apply the operational definition of PCK and re-conceptualized PCK and a few suggestions for the research on science teachers' PCK.

• Journal of The Korean Association For Science Education
• /
• v.36 no.4
• /
• pp.539-550
• /
• 2016

The purpose of the study is to conceptualize SSI-PCK by identifying major components and sub-components to promote science teachers' confidence and knowledge on teaching SSIs. To achieve this, I conducted extensive literature reviews on teachers' perceptions on SSI, case studies of teachers addressing SSIs, SSI instructional strategies, etc. as well as PCK. Results indicate that SSI-PCK include six major components: 1) Orientation for Teaching SSI (OTS), 2) Knowledge of Instructional Strategies for Teaching SSI (KIS), 3) Knowledge of Curriculum (KC), 4) Knowledge of Students' SSI Learning (KSL), 5) Knowledge of Assessment in SSI Learning (KAS), and 6) Knowledge of Learning Contexts (KLC). OTS refers to teachers' instructional goals and intentions for teaching SSIs. Teachers often present a) activity-driven, b) knowledge and higher order thinking skills, c) application of science in everyday life, d) nature of science and technology, e) citizenship and f) activism orientations for teaching SSIs. KIS indicates teachers' instructional knowledge required for effectively designing and implementing SSI lessons. It includes a) SSI lesson design, b) utilizing progressive instructional strategies, and c) constructing collaborative classroom cultures. KC refers to teachers' knowledge on a) connection to science curriculum (horizontal/vertical) and b) connection to other subject matters. KSL refers to teachers' knowledge on a) learner experiences in SSI learning, b) difficulties in SSI learning, and c) SSI reasoning patterns. KAS indicates teachers' knowledge on a) dimensions of SSI learning to assess, and b) methods of assessing SSI learning. Finally, KLC refers to teachers' knowledge on the cultures of a) classrooms, b) schools, and c) community and society where they are located when teaching SSIs.