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Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 2, Article 4 (Dec., 2017) |
Introduction and problem of the study
Teachers’ knowledge is an important aspect to ensure the quality teaching-learning in a classroom. A significant component of this teachers’ knowledge based on teaching is often called ‘Pedagogical Content Knowledge’ (PCK), a term coined by Shulman (1986). He identified PCK as ‘the most useful forms of content representation, the most powerful analogies, illustrations, examples, and demonstration- in a word, the ways of representing and formulating the subject that makes it comprehensible for others’ (Shulman, 1986, p. 9). It is not important to have almost same PCK to all teachers but there are some core components to be incorporated. PCK, deeply rooted in teacher’s everyday work, is necessary for the improvement in teacher education and to assist inexperienced teachers in their progress toward intensified competence (Rollnick et. al., 2008; Rollnick, 2012; Solis, 2012). It helps to determine our knowledge in deciding what we need to know about science, to learn what to teach and to solve the problems of science teaching-learning. PCK therefore works as predictor when experienced teachers plan and carry out instruction, which helps science education researchers, science teacher educators and teachers in professional development (Abell, 2008).
The problems that secondary science teachers face in conducting classes are widely common in global-local context which are related to the knowledge of science, goals, students, curriculum organization, instructional strategies, assessment and resource (Lee & Luft, 2008). Tapan (2010) mentioned that, the implementation of present curricula at Secondary science education in Bangladesh had not been successful as the teachers used to face difficulties regarding modern concept of textbook, activity loaded syllabus, teaching aids, assessment, examination procedure and appropriate training. Moreover, heavy teaching load often puts pressure on teachers to provide quality teaching in the classroom (Rahman, 2011). Apart from that, like many other countries Bangladeshi school teachers have lack of scientific literacy1 (Lindsay, 2011; Sarkar, 2012). All these difficulties ultimately have the possibility to effect on students’ learning.
Having PCK for a science teacher is thus important to ensure a quality education which can overcome the technical, academic, administrative and logistical challenges in secondary school setting. The present scenario of teachers depicts that the need further exists to understand teachers’ PCK in the first stage and resolve the gaps by conducting appropriate training. Studies showed, using a Content Representation (CoRe)2 template by Loughran (2006) allows a researcher to understand how the teachers conceptualize the content of particular subject matter. Therefore, understanding secondary science teachers’ PCK from CoRe will provide a space to policy makers and educationists not only to work in science curriculum and textbooks but also for the holistic development of students’ learning.
Purpose of the study and research question
The purpose of this study is thus to explore secondary science teachers’ PCK on the concept "Genetics"3 in Bangladesh which hopefully will contribute to the PCK literatures. To fulfill the purpose, the following Research Questions (RQs) have been possessed:
- What is the existing nature of teachers’ PCK from the Content Representation (CoRe) on "Genetics"?
- What is the present level of PCK of those teachers?
- Does the teachers’ PCK meet the requirements of “Teaching for Scientific Literacy”?
Framework for analysis
In line with Shulman’s (1986) ideas on PCK, Gess-Newsome (2013) defined PCK as ‘the act of teaching a particular topic in a particular way for a particular purpose to particular students for enhanced student outcomes’. An overview of teachers PCK can be presented through a CoRe template which portrays the overall knowledge of teachers in conducting a class where the knowledge is linked to the content, students and teachers’ practice (Loughran, 2006). Aydin and Boz (2012) think that all the major components of PCK are related to the themes of CoRe. CoRes offer a way in which both the issues of particular science content and specific ways of teaching can be captured and portrayed for others; which helps to have a clear idea about the nature of PCK (Loughran, Mulhall, & Berry, 2008). The big ideas of CoRes can be probed and quizzed further to understand the PCK of teachers, in which process Loughran, Berry, & Mulhall asserted that, ‘the CoRe becomes a generalizable form of the participant teachers’ PCK as its links the how, why and what of the content to be taught with what they agree to be important in a particular topic, including in shaping students’ learning and teachers’ teaching’ (2006, p. 21). Thus, using CoRe template will allow us to understand the existing nature of teachers’ PCK in more nuanced way.
Although the components of PCK have been varied over years, it can commonly be related to the knowledge of science, knowledge of goals, knowledge of students, knowledge of curriculum organization, knowledge of teaching, knowledge of assessment and knowledge of resource (Gess-Newsome, 2013; Henze, Driel & Verloop, 2008; Grossman, 1990). However, there are some core components of PCK, like knowledge of science, goals and students. A novice teacher should have these core PCK components and expert ones possess all the other components in him (Lee & Luft, 2008). Moreover, Kind (2009) identifies three common factors that appear to contribute to the growth of PCK in early career teachers. The first factor is the possession of good subject matter knowledge; the second is classroom experience, with studies pointing to significant changes occurring in the early months and years of working as a teacher; and the third is the possession of emotional attributes like personal self-confidence and the provision of supportive working atmospheres in which collaboration is encouraged. Such characterization of novice and expert teachers on the basis of PCK components will provide us the space to highlight on individual teachers’ PCK level.
Apart from that, the PCK component called knowledge of goal can be linked to the knowledge about the aim of secondary science education of Bangladesh 2013. According to the National Curriculum and Textbook Board (NCTB), the aim is to achieve scientific literacy which can be achieved through proper teaching-learning techniques (NCTB, 2011). According to Goodrum (2004), teaching for scientific literacy requires more emphasis on 12 facts like making science interesting for all, studying a few fundamental concepts, meaningful contents, guiding students in inquiry, scientific discussions, cooperative group works, open-ended activities investigating science questions, application of learning, multiple information sources, assessing learning outcomes and students’ understanding, and ongoing assessment. Drawing on Goodrum’s (2004) ideas will allow us to reveal if the teachers’ PCK meet the requirements of “Teaching for Scientific Literacy” by providing a nuanced understanding on teachers’ knowledge of goal and teaching.
1 Scientific literacy has become an internationally well-recognized educational slogan, buzzword, catchphrase, and contemporary educational goal. Goodrum (2004) specified five specific attributes of scientifically literate person, who a) are interested in and understand the world about them, b) can identify and investigate questions and draw evidence based conclusions, c) are able to engage in discussions of and about science matters, d) are skeptical and questioning of claims made by others, e) can make informed decisions about the environment and their own health and wellbeing.
