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

Appendix 1

CoRe template

Important Science Ideas/Concept

Big Idea A

Big Idea B

Big Idea C

Big Idea D

Big Idea E

What you intend the students to learn about this idea.

Why it is important for students to know this.

What else you know about this idea (that you do not intend students to know yet).

Difficulties/ limitations connected with teaching this idea.

Knowledge about students’ thinking which influences your teaching of this idea.

Other factors that influence your teaching of this idea.

Teaching procedures (and particular reasons for using these to engage with this idea)

Specific ways of ascertaining students’ understanding or confusion around this idea (include likely range of responses).

(Source: Loughran, 2006)

Appendix 2

Observation Schedule
Date:
Name of the teacher:
Name of the school:
Class:
Topic:
Number of present students:

Components of PCK (Knowledge of -)	Observation facts	Provided less emphasize	Provided moderate emphasize	Provided maximum emphasize	Comments
Students	Science being interesting for all students
Science	Studying a few fundamental concepts
Science	Content that is meaningful to the student’s experience and interest
Teaching	Providing opportunities for scientific discussion among students
Teaching	Guiding students in active and extended students inquiry
Students	Groups working cooperatively to investigate problems or issues
Resources	Learning science actively by seeking understanding from multiple sources of information including books, internet, media reports, discussion and hands on investigations
Goals	Learning broader concepts that can be applied in new situations
Resources	Open-ended activities that investigate relevant science questions
Assessment	Assessing learning outcomes that are most valued
Assessment	Assessing understanding and its application to new situations, and skills of investigation, data analysis and communication
Assessment	Ongoing assessment of work and the provision of feedback that assists learning

	Important Science Ideas/Concept
	Big Idea A	Big Idea B	Big Idea C	Big Idea D	Big Idea E
What you intend the students to learn about this idea.
Why it is important for students to know this.
What else you know about this idea (that you do not intend students to know yet).
Difficulties/ limitations connected with teaching this idea.
Knowledge about students’ thinking which influences your teaching of this idea.
Other factors that influence your teaching of this idea.
Teaching procedures (and particular reasons for using these to engage with this idea)
Specific ways of ascertaining students’ understanding or confusion around this idea (include likely range of responses).