TY - JOUR
T1 - Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?
T2 - Evidence from an Empirical Study
AU - Park, Soonhye
AU - Jang, Jeong Yoon
AU - Chen, Ying Chih
AU - Jung, Jinhong
N1 - Funding Information:
Acknowledgement This research was funded by the Iowa Measurement Research Fund at the University of Iowa. However, the contents of this paper are purely those of the authors, and do not reflect the views of the funder.
PY - 2010/12
Y1 - 2010/12
N2 - This study tested a hypothesis that focused on whether or not teachers' pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher's PCK level as measured by the PCK rubric (Park et al. 2008) and the degree to which his/her classroom is reform-oriented as measured by RTOP (Sawada et al. 2002). Data included 33 instructional sessions of photosynthesis and heredity videotaped with 7 high school biology teachers. Each session was given a score on both the PCK rubric and RTOP by two independent raters. Results indicate that PCK score is significantly related to RTOP score in terms of both total score (r=. 831, p < . 01) and sub-component scores (ranging from r=. 616 to . 805, p < . 01). Implications for science teacher education and future research are discussed.
AB - This study tested a hypothesis that focused on whether or not teachers' pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher's PCK level as measured by the PCK rubric (Park et al. 2008) and the degree to which his/her classroom is reform-oriented as measured by RTOP (Sawada et al. 2002). Data included 33 instructional sessions of photosynthesis and heredity videotaped with 7 high school biology teachers. Each session was given a score on both the PCK rubric and RTOP by two independent raters. Results indicate that PCK score is significantly related to RTOP score in terms of both total score (r=. 831, p < . 01) and sub-component scores (ranging from r=. 616 to . 805, p < . 01). Implications for science teacher education and future research are discussed.
KW - Knowledge of instructional strategies and representations
KW - Knowledge of student understanding
KW - Pedagogical content knowledge
KW - Reform-based science education
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U2 - 10.1007/s11165-009-9163-8
DO - 10.1007/s11165-009-9163-8
M3 - Article
AN - SCOPUS:79952038559
SN - 0157-244X
VL - 41
SP - 245
EP - 260
JO - Research in Science Education
JF - Research in Science Education
IS - 2
ER -