PCK of teaching electrochemistry in chemistry teachers: A case in Johannesburg, Gauteng Province, South Africa

Rollnick, Marissa; Mavhunga, Elizabeth

doi:10.1016/s0187-893x(14)70551-8

Cited by 33 publications

(31 citation statements)

References 15 publications

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“…Correlation between CK and TSPCK was higher than that reported for similar studies in chemistry, for example Tepner and Dollny (2014) and Rollnick and Mavhunga (2014). Figure 6 reveals that the 10 teachers with the lowest CK also had weak TSPCK and were found in three of the four bands of teaching experience.…”

Section: Discussionmentioning

confidence: 63%

“…Rollnick and Mavhunga (2014) reported a correlation of 0.54 for a study on electrochemistry in which the Rasch analysis was done for only one of the scales, namely the TSPCK data. Neither of these studies involved the transformation of both CK and TSPCK data to linear measures as recommended by Boone et al (2011).…”

Section: Discussionmentioning

confidence: 99%

“…These include work by Rohaan, Taconis, and Jochems (2011) in technology education, Gramzow et al (2013) in physics and Jüttner et al (2013) in biology. Similar studies in chemistry have focussed on foundational topics (Tepner & Dollny, 2014), chemical equilibrium (Mavhunga & Rollnick, 2013) and electrochemistry (Rollnick & Mavhunga, 2014). None of the chemistry tools were, however, specific with respect to organic chemistry, thus the first objective of the study was to design tests to probe both CK and TSPCK which would be appropriate for this particular content topic.…”

Section: Pedagogical Content Knowledgementioning

confidence: 99%

“…In a review of pedagogical content knowledge in science education, Kind (2009) noted that possession of good CK is regarded as a pre-requisite for developing science teachers' PCK. Several researchers have carried out studies to quantify the relationship between CK and PCK in science subjects, for example Gramzow, Riese and Reinhold (2013) in physics, Tepner and Dollny (2014), Mavhunga and Rollnick (2013) and Rollnick and Mavhunga (2014) in chemistry, and Jüttner, Boone, Park and Neuhaus (2013) in biology. In statistical terms, this puzzle translates to the question: what proportion of the variance in PCK can be accounted for by the variance in CK?…”

Section: Introductionmentioning

confidence: 99%

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Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry

Davidowitz

Potgieter

2016

International Journal of Science Education

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Research has shown that a high level of content knowledge (CK) is necessary but not sufficient to develop the special knowledge base of expert teachers known as pedagogical content knowledge (PCK). This study contributes towards research to quantify the relationship between CK and PCK in science. In order to determine the proportion of the variance in PCK accounted for by the variance in CK, instruments are required which are valid and reliable as well as being unidimensional to measure person abilities for CK andPCK. An instrument consisting of two paper-and-pencil tests was designed to assess Grade 12 teachers' CK and PCK in organic chemistry. We used the Rasch measurement model to convert raw score data into interval measures and to provide empirical evidence for the validity, reliability and unidimensionality of the tests. The correlation between CK and PCK was estimated as r = .66 (p < .001). We found evidence to suggest that while topic-specific PCK (TSPCK) develops with increasing teaching experience, high levels of CK can be acquired with limited teaching experience. These findings support the hypothesis that CK is a requirement for the development of TSPCK; proficiency in CK is, however, not necessarily associated with high levels of TSPCK.

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Section: Discussionmentioning

confidence: 63%

Section: Discussionmentioning

confidence: 99%

Section: Pedagogical Content Knowledgementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry

Davidowitz

Potgieter

2016

International Journal of Science Education

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“…Es bien conocido que estudiantes y profesores sostienen concepciones alternativas en diferentes temas y áreas de las ciencias (Duit, 2009). Así, por ejemplo, se ha encontrado que en electroquímica, un tema en el que estudiantes y profesores de secundaria tienen serias dificultades (Rollnick y Mavhunga, 2014), estudiantes de diferentes países tienen similares concepciones alternativas (Özkaya, 2002). Las ideas erróneas más comunes en estudiantes de secundaria y de universidad sobre las pilas galvánicas pueden encontrarse en el trabajo de Sanmartín, Solaz-Portolés y Sanjosé (2014).…”

Section: Enseñanza De Las Ciencias Núm 342 (2016): 107-127unclassified

Estudio exploratorio comparativo del conocimiento didáctico del contenido sobre pilas galvánicas de profesores de secundaria en ejercicio y en formación

2016

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Brines Brines, A., Solaz-Portolés, J. J., Sanjosé López, V., (2016) Estudio exploratorio comparativo del conocimiento didáctico del contenido sobre pilas galvánicas de profesores de secundaria en ejercicio y en formación. RESUMEN • En este estudio exploratorio se evalúa el conocimiento didáctico del contenido (CDC) sobre pilas galvánicas de profesores de secundaria en formación y en ejercicio. Además, este conocimiento se ha relacionado con los enfoques de enseñanza que prefieren. Para este propósito, se ha adaptado el instrumento CoRe de Loughran, Mulhall y Berry (2004) considerando dos situaciones: pila Daniell y pila voltaica simple. La muestra se compuso de 25 profesores en formación y de 15 profesores en ejercicio. El análisis de los resultados obtenidos hasta ahora sugiere que, en primer lugar, el CDC de los profesores de secundaria sobre pilas galvánicas no es el deseable; en segundo lugar, el CDC de los profesores en ejercicio parece significativamente mejor que el de los profesores en formación, y finalmente, no se observan diferencias significativas entre ambos grupos de profesores en las metodologías de enseñanza preferidas.PALABRAS CLAVE: conocimiento didáctico del contenido; formación de profesores de ciencias; metodologías de enseñanza; pilas galvánicas; profesores en ejercicio y en formación.ABSTRACT • In this exploratory study pre-service and in-service high school teachers' pedagogical content knowledge (PCK) in galvanic cells is assessed. In addition, this knowledge has been related to the instructional approaches they prefer. A written questionnaire, adapted from the Loughran, Mulhall, and Berry's CoRe instrument (2004), considering two different situations (Daniell cell and simple voltaic cell), has been used for this purpose. The sample made up of 25 pre-service teachers and 15 in-service teachers. The analysis of the results achieved so far suggest that: a) high school teachers' PCK on galvanic cells is not a desirable knowledge; b) in-service teachers seems to have a significantly better PCK than pre-service teachers; and c) there seem to be no significant differences in preferred teaching approaches between the two groups of teachers.

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Is Topic-Specific PCK Unique to Teachers?

Rollnick

Davidowitz

Potgieter

2017

Cognitive and Affective Aspects in Science Education Research

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PCK of teaching electrochemistry in chemistry teachers: A case in Johannesburg, Gauteng Province, South Africa

Cited by 33 publications

References 15 publications

Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry

Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry

Estudio exploratorio comparativo del conocimiento didáctico del contenido sobre pilas galvánicas de profesores de secundaria en ejercicio y en formación

Is Topic-Specific PCK Unique to Teachers?

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