Development of An Observation Sheet Instrument to Measure Biology Teachers’ Ability of Pedagogical Content Knowledge (PCK) Application (original) (raw)
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Educational Assessment, Evaluation and Accountability, 2013
Research on teachers' professionalism and professional development has increased in the last two decades. A main focus of this line of research has been the cognitive component of teacher professionalism, i.e., professional knowledge. Most of the previous studies on teacher knowledge-such as the Learning Mathematics for Teaching (LMT) (Hill et al. 2004), the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students´Mathematical Literacy (COACTIV) (Baumert et al. 2010), and the Mathematics Teaching in the 21st Century (MT21) (Schmidt et al. 2007) studies-have been conducted in the field of mathematics teachers' pedagogical content knowledge (PCK) and content knowledge (CK). There have been few comparable studies conducted with science teachers, especially biology teachers. To fill the gap, this study examines the development and use of instruments to measure biology teachers' CK and PCK. In particular, this study describes a method to develop reliable, objective, and valid instruments measuring teachers' CK and PCK in four steps by the use of empirical data of students. Additionally, the study explores whether CK and PCK might be measured as separate knowledge categories by using a paper-and-pencil test. This paper presents a theoretical model that guides test development and provides steps to develop and validate the instruments. Details are also provided regarding the computation of the Rasch scale score measures for 158 biology teachers. The results indicate that the instruments measured teachers' CK and PCK in an objective, valid, and reliable way. This suggests
Journal of Research in Science Teaching
Teachers' pedagogical content knowledge (PCK) is highly important for effective design and implementation of school teaching. Thus, the current status, development and efficacy of this knowledge, its relationships with teaching quality parameters, and its impact on students' learning processes and success, require rigorous examination. Thoroughly validated, objective and reliable test instruments that are highly sensitive to changes in variables of proven knowledge-related relevance in teacher education are also required. Previous attempts to design such instruments for assessing science teachers' PCK have largely focused on mathematical content. Therefore, here we present an instrument (the pedagogical content knowledge in biology inventory, PCK-IBI), based on conceptualizations of teachers' professional competence, for assessing secondary school preservice biology teachers' PCK. In a series of three evaluations and refinements it was tested with samples of N = 274 and N = 432 German pre-service as well as one sample of n = 65 German pre-service and n = 35 German in-service biology teachers. Item analysis, scale analysis and empirically obtained indicators of validity suggest that the final 34-item-version of the PCK-IBI is unidimensional, provides objective test scores and enables reliable and valid registration of pre-service biology teachers' PCK. Thus, hypotheses regarding specific aspects of the model on which the PCK-IBI's construction is based on are empirically supported. The results of our study provide empirical support for the instrument's potential utility.
Biology Teacher's Pedagogical Content Knowledge in Thailand: Understanding & Practice
2014
The capacity of experienced teachers to help students construct knowledge depends heavily on the tactful blending of content and pedagogy, which is conceptualized as pedagogical content knowledge (PCK). This study investigated the teachers' understanding and practice, which comprise three Biology teachers' PCK. In this research, the participants demonstrated their PCK through the process of writing a content representation (CoRe), actual teaching in the classroom, and discussion with the researcher during interviews. The results showed that all three teachers lacked adequate content knowledge in Biology and had some difficulties in their classroom teaching of the subject. Their inability to design appropriate instructional and assessment activities is also a matter of great concern. It is suggested that there is an urgent need to improve the Biology teachers' teaching methods, while promoting their better understandings of the fundamental purposes of science education, the curriculum and the content of the subject.
Biology Teacher's Pedagogical Content Knowledge in Thailand: Understanding & Practice
Procedia - Social and Behavioral Sciences, 2014
The capacity of experienced teachers to help students construct knowledge depends heavily on the tactful blending of content and pedagogy, which is conceptualized as pedagogical content knowledge (PCK). This study investigated the teachers' understanding and practice, which comprise three Biology teachers' PCK. In this research, the participants demonstrated their PCK through the process of writing a content representation (CoRe), actual teaching in the classroom, and discussion with the researcher during interviews. The results showed that all three teachers lacked adequate content knowledge in Biology and had some difficulties in their classroom teaching of the subject. Their inability to design appropriate instructional and assessment activities is also a matter of great concern. It is suggested that there is an urgent need to improve the Biology teachers' teaching methods, while promoting their better understandings of the fundamental purposes of science education, the curriculum and the content of the subject.
PCK is the important knowledge to develop professional skills of teachers and prospective teachers. The aims of study is to describe development Pedagogical Content Knowledge (PCK) teacher biology candidates in education program through consecutive approach. The prospective teacher in a consecutive program participants Professional Teacher Education (PPG) biologists who are alumni S1 biology. The development of PCK investigated for one year through the matriculation stage, workshops, peer teaching, and practice teaching, by using longitudinal study. Data was measured by cores and papers and the result was interviewing. As additional data implementation of learning by teacher candidates are also observed. The data were obtained through Core and papers the material transport of substances, were analyzed by using qualitative and quantitative descriptive using Concurrent triangulation design). Capability of PCK prospective biology teacher gradually increased from time to time, from pre PCK becomes Growing PCK. From these results it can be determined that the model is effective to improve PCK prospective teachers, model of teacher education candidates need to be gradual and structured early experience to prospective teachers to interact and gain experience in a school, for example, with the observation stage, preparing lesson plans with the teachers, co-teaching, and real teaching Through early recognition since the beginning of the teacher candidate already has knowledge of the school and students as well as other matters related to the teacher's task.
Competency Analysis of Technological Pedagogical and Content Knowledge (TPACK) Biology Teachers
Jurnal Penelitian Pendidikan IPA, 2022
TPACK competence of teachers can improve the quality of learning in accordance with the demands and changes. Information on TPACK competencies is needed regarding the ability of teachers to know the professional development of teachers. This study aims to determine the competence criteria of biology teachers in Aceh Province in the components of CK, TK, PK, PCK, TCK, TPK, and TPACK, to find out the significant differences in TPACK competence of biology teachers based on teacher certification and teaching experience. This type of research is descriptive with a quantitative approach. The population in this study were all Biology teachers at state high schools in Aceh Province, namely civil servants, and non-civil servants, totaling 692 teachers. Sampling using a simple random sampling technique, obtained 232 respondents which is a total of 33.53% of the number of teachers in each district. The research instrument in the form of a questionnaire was adapted from Schmidt which consists o...
International Journal of Learning, Teaching and Educational Research
The pedagogical content knowledge (PCK) of teachers influences students’ achievement of the learning outcomes. This study examined teachers’ perceived enactment of PCK in biology. The quantitative survey design was adopted by using a Likert-scale questionnaire consisting of six components of PCK, namely curricular saliency, students’ prior knowledge, what makes the subject easy or difficult, representations, conceptual teaching strategies, and assessment. Data on teachers’ perceived enacted PCK (ePCK) were collected from 54 biology teachers selected from 14 secondary schools in three districts of Lusaka province. The data were analyzed by computing descriptive and inferential statistics using Statistical Package for the Social Sciences (SPSS) software. The findings revealed that: (a) respondents’ perceived ePCK was high (M = 4.29, SD = .37), (b) respondents’ perceived ePCK was not influenced by gender, teaching experience, and type of school, (c) respondents’ perceived ePCK was infl...
Profile Pedagogical Content Knowledge (PCK) of Primary School Teacher in Science Teaching
EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru, 2019
This research is to know pedagogical content knowledge (PCK) of primary schools teacher in science lesson. The research method used survey method. Research subject is determined by purposive sampling technique. Research data were collected by interview technique, questionnaire, test, product assessment, and observation. Data were analyzed by one-way Anova toward civil servant period, certification period, work class, GPA and university origin. The conclusions obtained indicate that the teacher's PCK in teaching science in primary schools depends on the newly-conducted training program such as the Teacher Education and Professional Training (PLPG). There is no correlation between the underlying factors as a teacher and the PCK in significantly teaching science in primary schools. It is recommended that teachers regularly attend training related to the updating of learning materials or related to PCK as the basis of the teaching profession in teaching science through an in service...
Understanding Biology Teacher's Pedagogical Content Knowledge for Teaching “The Nature of Organism”
Procedia - Social and Behavioral Sciences, 2014
Effective and experienced teachers have the capacity to transform and enact subject matter into forms that can be understood by students. The capacity to transform depends on the blending of content and pedagogy and it is conceptualised as pedagogical content knowledge (PCK). The purpose of this study is to investigate the understandings and practices that comprise a biology teacher's PCK. In this research, the research participant demonstrated her PCK through writing a content representation (CoRe), teaching in the classroom, and discussion during the interview. The researcher determined the extent and nature of her PCK in relation to the Magnusson et al (1999). The findings expose the teacher's understanding and practice of PCK supported teaching and learning science based on constructivism. The teacher had strong, clearly articulated views on the NOS which she implemented all components of PCK confidently into her teaching.