Exploring dynamic pedagogical content knowledge across fundamental concepts of electrostatics (original) (raw)
2023, Eurasia journal of mathematics, science and technology education
This paper reports a case study that explored teachers' dynamic pedagogical content knowledge (PCK) across three big ideas of electrostatics namely the electrostatic force, electric field, and electric field strength. Two pre-service and two in-service teachers participated in the study. The refined consensus model of PCK was adopted as the theoretical framework for the study. We studied PCK as enacted during classroom teaching using observations and interviews. Data was analyzed alongside a four-point scale grand PCK rubric used to score the competence of the teachers for every big idea. The results showed that PCK of the teachers varied across the big ideas, which is attributed to the nature of concepts, as well as teachers' content knowledge in each. The findings imply that pre-service teacher education programs should involve focus on teaching specific concepts to support the development of holistic PCK for a topic.
Sign up for access to the world's latest research.
checkGet notified about relevant papers
checkSave papers to use in your research
checkJoin the discussion with peers
checkTrack your impact
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.