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Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 2, Article 4 (Dec., 2017) |
The implication of the study was designed from the perspective of teachers, educators, curriculum specialist, science researchers and classroom practice.
Implication for Secondary science teachers and researchers
This study would contribute to develop teaching expertise by making the teachers aware about the knowledge that they should have to conduct secondary science classes. The results may facilitate teachers to prepare lesson plan on “Genetics” by considering the challenges of secondary science teachers that this study highlights. Teachers and researchers may also be able to think of other possible solutions of those problems which may lead them to encourage in professional learning in future. The discussion of this study would provide a space to comprehend teachers’ own PCK level. Apart from that, the findings may encourage the science and PCK researchers in working for the betterment of students’ achievement and science teachers’ development in Bangladesh. The transferability of this study would allow other researchers to follow the similar methods in their own work (Lincoln & Guba, 1985).
Implication for curriculum specialist, educators and policy makers for secondary level
The curriculum specialist, educators and policy makers would find this study helpful while developing the “Genetics” section on the curriculum and textbook since the findings illustrated the present condition of secondary science teachers’ knowledge on this particular topic. As this research sheds light on the fact that the teachers had lack of knowledge on the pedagogical aspects like teaching and assessment, it would allow the policy makers to take initiative in professional developmental programs to minimize the problems.
Implication for classroom practice
Drawing on Goodrum’s (2004) concept on requirements of teaching for scientific literacy, this study would allow the readers to ponder upon the aspects that we should emphasize in classroom practices. For instance, a teacher needs to encourage group works and scientific discussion where the students will participate spontaneously. By engaging students actively on the basis of their experience and interest in the teaching-learning process could lead them to become scientific literate person gradually. [
Concluding remarks
This study started with the tension of current problems, practice and knowledge of science teachers in Bangladesh. We realized that using CoRe would allow us to understand the present condition of secondary science teachers’ PCK. Taking this study as a challenge, we collected data from different schools where we saw teachers to become confused in filling up the CoRe template which they never filled in before. But they came up with highlighting their knowledge on conducting a science class on “Genetics” which provides us with the space to analyze that three out of four teachers’ PCK level is novice whereas another one could not even met the criteria of novice level. Apart from the fact that the teachers’ experiences in conducting science classes did not reveal their expert level PCK, they were not found to teach for scientific literacy as well. Such findings bear the significance to conduct research and work for improving science teachers’ PCK in global-local context, unless it would not only effect on students’ achievement in becoming scientific literate persons but also on quality education.
We are grateful to Dr Amanda Berry, University of Leiden, Netherlands; Dr. Shukhi Osman, University sains Malaysia and Dr. Mohammad Ali Zinnah, Institute of Education and Research, University of Dhaka for sharing their expert ideas on PCK research.
