| Popis: |
Shulman introduced the concept of Pedagogical Content Knowledge (PCK) in 1986 and since then various researchers have worked on this concept. The PCK for science teaching consists of various components: knowledge of instructional strategies, knowledge of students’ understanding of science, knowledge of science curriculum, knowledge of resources, knowledge of assessment, and orientations to science teaching. In this study, the researcher explored the knowledge of in-service secondary science teachers of different components of PCK, the interaction & integration of these components in the PCK of science teachers and the relationship of PCK of science teachers to the learning of students. An attempt was also made to explore the contextual factors that might have influenced the PCK of science teachers. A qualitative study was conducted of ten in-service secondary science teachers. The tools used were semi-structured interviews with the science teachers, classroom observations of the science teachers, and the lesson plans/diaries of the science teachers. The findings indicated that the knowledge of in-service science teachers’ of different components of PCK showed variations. The science teaching varied from being totally teacher-centric to child-centric. The study of interaction of different components of PCK resulted in two different types of PCK. The relationship of PCK of science teachers to the classroom behaviour of students, and their learning, indicated that the PCK of science teachers directly influences the active participation of students in the class. |
