Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 2, Article 4 (Dec., 2017) Shamnaz Arifin MIM, S M Hafizur RAHMAN and Quazi Afroz JAHANARA Secondary science teachers’ pedagogical content knowledge from content representation (CoRe) on genetics Contents Next

Secondary science teachers’ pedagogical content knowledge from content representation (CoRe) on genetics

 

Shamnaz Arifin MIM^1*, S M Hafizur RAHMAN² and Quazi Afroz JAHANARA²

¹BRAC Institute of Educational Development, BRAC University, Dhaka-1212, BANGLADESH
²Institute of Education and Research (IER), University of Dhaka, Dhaka-1000, BANGLADESH

^*Corresponding Author’s E-mail: shamnaz.arifin14@gmail.com

Received 30 Oct., 2013
Revised 19 Apr., 2017

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Contents

• Abstract
• Introduction and problem of the study
  • Purpose of the study and research question
  • Framework for analysis
• Research methods
• Results
  • Teachers’ knowledge of science
  • Teachers’ knowledge of goal
  • Teachers’ knowledge of students’ learning
  • Teachers’ knowledge of curriculum
  • Teachers’ knowledge of teaching “Genetics”
  • Teachers’ knowledge of assessment
  • Teachers’ knowledge of teaching aids
• Disscussions
  • RQ 1: What is the existing nature of teachers PCK from the Content Representation (CoRe) on "Genetics"?
  • RQ 2: What is the present level of PCK of those teachers?
  • RQ 3: Does the teachers’ PCK meet the requirements of “Teaching for Scientific Literacy”?
• Implications and Conclusion
  • Implications
  • Concluding remarks
  • Acknowledgement
• References
• Appendices
  • Appendix 1
  • Appendix 2

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Abstract

Pedagogical Content Knowledge (PCK) refers to certain knowledge of teacher in a particular topic, considered as an act of teaching to deal with students in a particular way. Since PCK allows a science teacher to provide quality teaching, this qualitative multiple case study aims to explore the nature of science teachers’ PCK on the topic “Genetics” of grade eight in Bangladesh by contributing to the existing literatures on PCK. Total four teachers, one from each school, participated in this study through filling in Loughran’s (2006) developed CoRe (Content Representation) template which can provide an overview of how teachers conceptualize the content of particular subject matter. Classroom observation and semi-structured interviews with those teachers were also conducted.  By ensuring the trustworthiness of the research, this study presented a thematic and cross-case analysis based on the components of PCK. The results showed that, three out of four teachers belong from novice level of PCK which implies that they could not achieve the maximum PCK components even if they worked for years, yet one teacher failed to meet the criteria of novice level even. Apart from that, the participants could not meet the requirements of teaching for scientific literacy in full extent. Since this study claims to shed a light on the present condition of science teachers’ PCK and their daily challenges, it would facilitate the policy makers and educationists alike in developing curriculum and textbook on “genetics” section and conducting teachers’ training.

Keywords: Pedagogical Content Knowledge (PCK), Content Representation (CoRe) template, Teachers’ Knowledge, Secondary Science Teachers, Bangladesh