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

The discussion is presented under the RQs which will allow the readers to understand the zest of the findings through critically engaging with different literatures.

RQ 1: What is the existing nature of teachers PCK from the Content Representation (CoRe) on "Genetics"?

By drawing on Shulman’s (1986) concept on PCK, this study revealed teachers’ involvement in representing contents on “Genetics”. Loughran’s (2006) CoRe template allowed them to provide an overview of how they conduct a class with their existing knowledge. Here the CoRes facilitated to link teachers’ PCK and its importance in shaping students’ learning which was also found in Loughran, Berry and Mulhall’s (2006) work. This paper, however, does not claim to capture all components of PCK and maximum studies could not capture that too (Aydin & Boz, 2012). The themes derived from CoRe are similar to the major components of PCK (Grossman, 1990; Lee & Luft, 2008)..

Teachers’ knowledge of science

The result showed teachers had enough knowledge on the science topic “Genetics” which facilitated them to provide appropriate explanation on the concepts in the classroom even if one of them had mathematics background. This finding is consistent with the ideas of contention by Tapan (2010), that teachers’ appropriate scientific explanation of an abstract science topic is crucial to ensure quality teaching-learning process. By drawing on Loughran, Mulhall, & Berry’s (2008) idea on using CoRe, this paper revealed that the teachers gathered proper knowledge on “Genetics” by specifically focusing on the big ideas mentioned in result section. Similar results were found by Loughran, Mulhall, & Berry (2008; 2002) who depicted that CoRe allowed science teachers to bring out their knowledge on specific topic under several big ideas.

Teachers’ knowledge of goal

Although the teachers were not aware about the broader goals of science education in Bangladesh, they knew about the learning objectives of the topic “Genetics” which can also be called as instructional goals according to Loughran (2006). Here our ideas are consistent with Aydin and Boz (2012), who thought that the learning outcomes provided in the textbook helps the teachers to plan their lessons which ultimately leads to achieve the instructional goals of a specific science content. Drawing on Gess-Newsome’s (2013) concept on PCK, such knowledge of teachers can particularly enhances students’ outcome.

Teachers’ knowledge of students

The results revealed, three out of four teachers had basic knowledge of students’ learning which they usually understood through asking questions in the classroom mainly. Crouch & Mazur (2001) also found that, questioning helps a lot to understand students’ conception in science classes. Apart from questioning, one of the teachers mentioned that students’ body language or facial expression can facilitate to understand their idea on a particular content which is also consistent with Crouch & Mazur (2001). According to Loughran, Berry and Mulhall (2006), such knowledge of students allowed a science teacher to shape students’ learning in a positive manner.

Teachers’ knowledge of curriculum

The study identified that the teachers were not properly aware of the latest national curriculum of 2013. Similar results were also found by Sadat (2001) who worked with 1996’s national curriculum. Despite of the fact that, the teachers did not get the curriculum in their hand, they knew some of its information i.e. number distribution, time management and examination process from the head of the schools. But the curriculum is consisted with more technical aspects that a science teacher should know, for example preparing lesson plan, teaching methods and its application, values for students’ development, etc. (NCTB, 2011). Here our argument is consistent with Tapan (2010) who emphasized on ensuring the availability of curriculum in the schools, which will help the teachers to up-to-date their knowledge of curriculum.

Teachers’ knowledge of teaching “Genetics”

The findings revealed teachers’ preference in using lecture method, though the latest curriculum instructed to follow inquiry method in a priority basis to conduct science classes on “Genetics” (NCTB, 2011). In the context of Bangladesh, different studies indicated that majority of the teachers from secondary level rely more on lecture methods than other methods (Sadat, 2001; Gomes, 2007). Anne & Coll (2010) found the similar result in different context. Teachers reported that heavy work load for classes, administrative works, time limitation, political unrest of the country, huge syllabus, lack of materials were the reasons of not applying other methods excluding lecture method which is consistent with Sadat (2001). Overall, the majority of the teachers (3 out of 4) did not try to follow the “Learner centered teaching learning” (NCTB, 2011, p. 13) approach that has been suggested in the curriculum of 2013, therefore they could not take a step towards quality education through their teaching knowledge.

Teachers’ Knowledge of Assessment

This research showed that, the teachers mainly asked questions to assess the students formatively which only could assess their recalling power, rather analytical skills. McNeil (2010) found that exercising knowledge based questions highly promote memorization skill which can often not ensure the actual learning of students. The educationists therefore usually suggest practicing questioning not only from knowledge base but also from comprehension level and higher order learning level of students (Tapan, 2010; Walsh, 2010). National curriculum, on the other hand, instructed to assess through activity based class work and home works (NCTB, 2011). The large number of students in the classroom was observed as one of the reasons which hindered the teachers to even assess the homework. Consequently, as Tapan (2010) asserted, such lack of teachers’ knowledge could be responsible for not meeting the requirements of quality education. To ensure quality education, McNeil (2010) therefore suggested teachers to assess students’ higher order skills by letting the students to do interactive activities inside classrooms.

Teachers’ Knowledge of teaching aids

Majority of the teachers (3 out of 4) showed the tendency to not use appropriate teaching aids to conduct lessons on “Genetics”. Such lack of interest to use teaching aids is not very uncommon among the secondary level teachers in Bangladesh context (Sadat, 2001). Maximum teachers here avoid using effective teaching aids because “there is a general shortage of science equipment in secondary schools” (Tapan, 2010, p.23). Although the latest science curriculum suggested to use locally made low cost improvised teaching aids (NCTB, 2011), it was tough for the teachers to arrange those teaching aids for their heavy workloads. Such heavy workloads often work as barrier to ensure quality teaching according to Rahman (2011).

On the other hand, only one teacher in this study was eager to use teaching aids like animated video clips on “Genetics” which helped him to draw students’ attention. Adeyanju (2003) found that using video clips as teaching aids can increase students’ participation in the classroom. However, financial insolvency and poor infrastructure of the school were found as the major reasons why majority of the teachers avoid using appropriate teaching aids which is consistent with Tapan (2010). Nonetheless, proper knowledge of teaching aids could allow the teachers to meet the existing challenges which could ultimately help students to achieve scientific process skills and problem solving skills (NCTB, 2011).

RQ 2: What is the present level of PCK of those teachers?

Results revealed that majority of the teachers (3 out of 4) had knowledge regarding science content “Genetics”, instructional goals of the chapter and students learning. They can therefore be placed under novice level by drawing on Lee & Luft’s (2008) concept on teachers’ PCK level. No teacher in this study was found to fulfill the requirements of being an expert teacher which demands to have knowledge beyond the core components of PCK (Lee & Luft, 2008). Following Lee & Luft’s (2008) concept on teachers’ PCK level, one of the teachers in this study could not even meet the criteria of having novice level PCK as she did not have the knowledge of students’ learning. The teachers PCK level was also identified by the classroom experiences that they possessed to bring significant changes in their teaching style which is consistent with Kind’s (2009) notion of teachers’ PCK growth. She talked about the possession of emotional attributes as one of the factors that contribute to teachers’ PCK growth, the argument here is consistent with her by highlighting on the fact that emotional attributes like self-confidence was not found among majority of the teachers which indicated their poor growth of PCK.

RQ 3: Does the teachers’ PCK meet the requirements of “Teaching for Scientific Literacy”?

Though secondary science education of Bangladesh aims to produce scientific literate persons (NCTB, 2011), the participant teachers of this study did not focus on teaching for scientific literacy. They did not emphasize on the aspects like scientific discussion, students’ inquiry, assessing students’ investigation skills etc. which were suggested by Goodrum (2004) to ensure teaching for scientific literacy. Goodrum’s (2004) observation facts to teach for scientific literacy argue for engaging students with science everyday which cover major PCK components suggested by Lee & Luft (2008). Walsh (2010) found that teachers’ such lack of knowledge and effort in the classroom hamper students’ development process to be a scientific literate person. Sarkar (2012) found identical result in the context of Bangladesh which can yet vary in other country context. For example, Program for International Student Assessment (PISA) observed that the traditional approach of teaching in Australia often may not vary students’ achievement (McGew, 2010). However, teachers’ PCK could increase the possibility to provide students with the complex idea of scientific literacy (Lindsay, 2011; Appleton, 2006).