A new instrument for measuring pre-service biology teachers' pedagogical content knowledge: The PCK-IBI (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 Physics: Conference Series, 2019
This research aims for making observation sheet instrument which is valid and reliable that is used to measure the ability in applying Pedagogical Content Knowledge (PCK) of biology teachers in learning process. This research categorized Design and Development Research (D & DR) by using 6 development steps according to Peffers, et al and Ellis & Levy. Steps in developing PCK observation instrument are: (1) Identify the problem; 2) Describe the objectives; 3) Design and develop the product; 4) product testing; 5) Evaluate the results of testing; and 6) Communicate the testing results. PCK observation instrument was tested on 11 biology teachers on July-August 2018, involving four raters. Face validity of the instrument involved two experts judgement. Empirical validity acquired by calculating Biserial Correlation value. Instrument reliability determined by calculating Intraclass Correlation Coefficient (ICC) value. Empirical Validity based on Biserial Correlation value shows that 18 ...
International Journal of Education in Mathematics, Science and Technology, 2014
In Germany, science education standards for students at the end of grade nine have been in existance since 2005. Some of these standards are dedicated to scientific inquiry (e.g. experimentation). They describe which abilities learners are expected to possess at the end of grade nine. In the USA, several documents describe standards for Teaching Inquiry (NGSS 2013, NRC 1996/2000/2007, AAAS 1989). Presently, comparable teaching standards for science teachers are mostly lacking in Germany. Further, there are hardly any instruments that allow for the assessment of specific competences pertaining to teaching experimental lessons and assessing student competences in experimentation. Therefore, the aim of the project described in this paper is to develop assessment instruments for biology teachers who are being trained at universities as well as in in-service teacher training programs with respect to i) analyzing experimental biology lessons, ii) planning experimental biology lessons, and iii) assessing student achievements in experimental biology lessons. The article gives insights into ongoing research with respect to assessing the quality of biology teacher education. Finally, the developed measurement instruments should allow for assessing the learning preconditions of future biology teachers. The instruments offer first starting points for the development of sensitive measures for longitudinal studies to investigate university teacher education and teacher traineeship in the subject of biology.
Exploring challenges of assessing pre-service science teachers’ pedagogical content knowledge (PCK)
Asia-Pacific Journal of Teacher Education, 2014
The purpose of this paper is to report on the challenges we faced in designing an instrument aimed at measuring pre-service science teachers' topic-specific pedagogical content knowledge (PCK). After the instrument was conceptualised and developed, it was administered to 30 pre-service chemistry teachers. The findings suggest that the instrument can be used as a teaching tool to enhance pre-service science teachers' topic-specific PCK along with some limitations. The discussion focuses on the implications of the aforementioned PCK assessment tool for enhancing pre-service science teachers' topic-specific PCK and the challenges associated with measuring and enhancing pre-service science teachers' PCK. Finally, our discussion focuses on the ways in which science-teacher educators can engage in transforming the concept of PCK and its use for research and professional development.
Measuring PCK – Discussing the Assessment of PCK-related Achievement in Science Teacher Training
Procedia - Social and Behavioral Sciences, 2015
Primary school teachers often lack content (CK) and pedagogical content knowledge (PCK) in the domain of natural sciences. Therefore effective teacher training is needed and the outcomes have to be assessed. In this paper the validation of an assessment methodology is described as part of an interdisciplinary primary science teacher education program at the university level. A multi-perspective questionnaire using different formats was constructed. The internal consistency of the scales measuring general and topic-specific facets of PCK is adequate and the subcategories are stable. The domain-specific and interdisciplinary CK assessment tools are less consistent but include a wide content spectrum (bandwidth fidelity dilemma). The instruments could be used for science teacher education as well as for professional development.
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.