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Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 2, Article 4 (Dec., 2017) |
This study is Qualitative in nature where Case study approach was chosen for in-depth exploration of the work (Creswell, 2011). Data was collected from four secondary schools of Dhaka district by using maximal variation technique since the schools were different in some characteristics. Two schools were selected based on the higher achievement and other two were selected based on the lower achievement in SSC examination 2012. That means the selection was intentional to understand the central phenomenon of teachers’ PCK from different schools (Creswell, 2011). This purposeful sampling strategy was concerned according to the easy access of the researchers. One science teacher, from each school was selected using “Convenience sampling techniques” (Johnson & Christensen, 2008, p.238).
In collecting data, first of all a semi structured questionnaire familiar as CoRe Template (Loughran, Berry & Mulhall, 2008, 2006; Loghran, Mulhall & Berry, 2002) was filled by all the four teachers which further facilitated to find out RQ1 and RQ2 mainly. No time was allocated to fill in the template. After that, single observation schedule4 was used to understand teachers’ teaching approach for achieving students’ scientific literacy which was designed according to Goodrum’s (2004) criteria of “Teaching for Scientific Literacy” in finding out RQ3. The teachers enjoyed time-flexibility to complete the chapter “Genetics” which was thoroughly observed according to the teachers’ routine. After observing classes, semi structured interviews were conducted with those teachers to have the clarification on the gaps of data collected through the other tools. This paper, focusing on four typical cases of science teacher allowed us to probe deeply the nuanced aspects of their PCK, though caution has to be exercised in drawing any broad generalization (Johnson & Christensen, 2008). Nonetheless, we have tried to maintain the trustworthiness of this study by pursuing credibility, transferability, dependability, and confirmability (Merten, 2010).
