Investigating Pre-Service Early Childhood Teachers’ cPCK and pPCK on the Knowledge Used in Scientific Process Through CoRe

Abstract

The study aimed to investigate pre-service early childhood teachers’ (PSTs) collective pedagogical content knowledge (cPCK) and personal pedagogical content knowledge (pPCK) on the knowledge used in scientific process (SP) through the content representation (CoRe) design, interview, and knowledge used in scientific process (KSP) forms. The data were collected from 36 sophomore PSTs’ with a case study design. At the beginning of the data collection process, the PSTs’ prior knowledge used in SP was determined individually through a pre-interview and the KSP form. At the conclusion of the 13-week science-focused course, post-interviews, the KSP form, and the CoRe form were applied again. The CoRe forms were filled collectively based on their science activities, which were designed at the end of the science course. The PCK developed by Magnusson et al. was used for data analysis and to decide on the main themes of the data. The study’s findings revealed that the PSTs initially had some misconceptions relating to knowledge of SP. While the participants were confused about the knowledge used in SP and made incorrect definitions prior to the science-focused course, nearly all of the PSTs’ conception were changed on all of the concepts used in SP and reflected the most confused skills (especially observing and measuring) to their teaching plans after the course. Therefore, their pPCK and cPCK development were supported by both the science-focused course and collaborative CoRe design. The findings of the study have important implications for government policies and teacher training programs.

Professional development teacher to improve skills of science process and creativity of learners

“…Teachers play a more significant role in strategic matters, whereas students focus on self actualization of practice in their groups. As a result, teachers are expected to concentrate on teaching and contextual learning, discovery, and knowledge [39]. Research also supports research, which shows that combining theoretical science learning with hands-on learning methods and involving students in learning activities can improve science process skills, instill values in students, and provide average student learning outcomes [40].…”

Desarrollo profesional docente sobre el conocimiento pedagógico del contenido en profesores de ciencias: una revisión sistemática de la literatura

“…En el marco de la enseñanza de las ciencias, los programas de desarrollo profesional docente han abordado los procesos de desarrollo profesional teniendo en cuenta los aspectos que componen el conocimiento pedagógico del contenido (PCK, pedagogical content knowledge), en el que una de las dificultades que se han identificado es la documentación de dichos elementos en el ámbito de los procesos de enseñanza y aprendizaje (Buldu & Buldu, 2021;Gess-Newsome et al, 2017;Lawrie et al, 2019;Loughran et al, 2004). Estos componentes forman parte del conocimiento profesional del profesor, que lo posicionan como profesional de la enseñanza, y uno en particular es el conocimiento pedagógico del contenido, el cual está definido por Shulman (1986, p. 8) como la «amalgama del conocimiento del contenido y conocimiento pedagógico, que conlleva a la comprensión de la labor de los docentes».…”