Teachers' General Pedagogical Content Knowledge (PCK) and Content Knowledge of Algebra

Yusof, Yusminah Mohd; Zakaria, Effandi; Mistima, Maat Siti

doi:10.3923/sscience.2012.668.672

“…The STEM disciplines (science, technology, engineering, and mathematics), Shulman's model of PCK, and theoretical knowledge were used as a basis for the STEMPCK Scale, and items were written based on extensive review of the literature (e.g., Aksu et al, 2014;Bukova-Güzel et al, 2013;Brenneman, 2011;Campbell et al, 2010;Enochs et al, 2000;Faber et al, 2013;Kelleys & Knowles, 2016;Kiray, 2016;Kloosterman & Stage, 1992;Koehler et al, 2011;Önal, 2016;Ryang, 2014;Schmidt et al, 2009;Unfried et al, 2015;Viiri, 2003;Yusof et al, 2012) and interviews. The results of the varimax analyses shaped the factors in the STEMPCK Scale.…”

Section: Discussionmentioning

confidence: 99%

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The aim of this study was to develop the STEM Pedagogical Content Knowledge Scale (STEMPCK Scale). Exploratory and confirmatory factor analyses were conducted to examine the structural validity of the scale. Exploratory factor analysis of the scale was conducted using data from 443 preservice teachers who were studying to become science teachers, preschool teachers, elementary school teachers, and mathematics teachers. The confirmatory factor analysis of the scale was conducted using data from 212 students who were enrolled in the same departments. The scale was administered to 655 preservice teachers in total. To determine the reliability of the scale, the Cronbach's Alpha internal consistency coefficient, the corrected total item correlation, and the significance of the differences between the item averages of the top 27% and bottom 27% were examined by t-test. According to the results obtained, the STEMPCK Scale consists of six factors: 21st-Century Skills, Pedagogical Knowledge, Mathematics, Science, Engineering, and Technology. The scale included 56 items. The Cronbach's Alpha values of the factors ranged from 0.878 to 0.90, and the corrected item total score correlations ranged from 0.306 to 0.895. The results of the t-test showed that all the differences between the mean scores of the top 27% and bottom 27% on the items were significant. The results of the analyses indicate that the instrument has reasonable internal consistency and that the theoretical structure was supported by empirical data. These results indicate that the STEMPCK Scale is an appropriate tool for measuring preservice teachers' STEM pedagogical content knowledge. Implications and suggestions for further studies are included.

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“…The STEM disciplines (science, technology, engineering, and mathematics), Shulman's model of PCK, and theoretical knowledge were used as a basis for the STEMPCK Scale, and items were written based on extensive review of the literature (e.g., Aksu et al, 2014;Bukova-Güzel et al, 2013;Brenneman, 2011;Campbell et al, 2010;Enochs et al, 2000;Faber et al, 2013;Kelleys & Knowles, 2016;Kiray, 2016;Kloosterman & Stage, 1992;Koehler et al, 2011;Önal, 2016;Ryang, 2014;Schmidt et al, 2009;Unfried et al, 2015;Viiri, 2003;Yusof et al, 2012) Additionally, based on the confirmatory factor analysis results, the CFI, GFI, IFI, NFI, and AGFI values were higher than 0.90, indicating that model-data fit was high (Hooper et al, 2008;Sümer, 2000). In addition, the SRMR and RMSEA values (0.043 and 0.034, respectively) were less than 0.05, indicating that model-data fit was high (Anderson & Gerbing, 1984;Hooper et al, 2008;Jöreskog & Sörbom, 1993;Sümer, 2000;Hu & Bentler, 1999).…”

Section: Discussionmentioning

confidence: 99%

“…Before the scale was developed, an extensive review of the literature was conducted. This literature review included studies focused on the STEM disciplines; teaching the STEM disciplines; and scales to determine teachers' PCK, technological PCK, and engineering PCK (e.g., Aksu, Metin, & Konyalıoğlu, 2014;Bukova-Güzel et al, 2013;Brenneman, 2011;Campbell, Abd-Hamid, & Chapman, 2010;Enochs, Smith, & Huinker, 2000;Faber et al, 2013;Halim, Mohd Meerah, Zakaria, Syed Abdullah, & Tambychik, 2012;Kelleys & Knowles, 2016;Kiray, 2016;Kloosterman & Stage, 1992;Koehler et al, 2011;Önal, 2016;Ryang, 2014;Schmidt et al, 2009;Unfried, Faber, Stanhope, & Wiebe, 2015;Viiri, 2003;Yıldırım & Selvi, 2015, Yusof et al, 2012.…”

Section: Development Of the Stempck Scalementioning

confidence: 99%

“…Teachers with deep pedagogical knowledge understand how students construct knowledge; understand cognitive, social, and developmental theories of learning; understand how such theories apply to students in their classroom; and are aware of what is going on in all parts of the classroom and are able to handle several classroom events. In short, pedagogical knowledge includes all issues related to student learning, classroom management, knowledge of assessments, knowledge of student characteristics, and lesson plan development and implementation (Yusof, Zakaria, & Maat, 2012;Briscoe & Peters, 1997;Shulman, 1986).…”

mentioning

confidence: 99%

“…Context defines the environment for teaching and learning that includes content. A classroom, the characteristics of the region, the culture of the school, students' backgrounds, the province of the school, and the region of the school also affect the effectiveness and quality of STEM education (Harris & Hofer, 2011;Shulman, 1986;Yusof et al, 2012).…”

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confidence: 99%

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STEM Pedagogical Content Knowledge Scale (STEMPCK): A Validity and Reliability Study

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The aim of this study was to develop the STEM Pedagogical Content Knowledge Scale (STEMPCK Scale). Exploratory and confirmatory factor analyses were conducted to examine the structural validity of the scale. Exploratory factor analysis of the scale was conducted using data from 443 preservice teachers who were studying to become science teachers, preschool teachers, elementary school teachers, and mathematics teachers. The confirmatory factor analysis of the scale was conducted using data from 212 students who were enrolled in the same departments. The scale was administered to 655 preservice teachers in total. To determine the reliability of the scale, the Cronbach's Alpha internal consistency coefficient, the corrected total item correlation, and the significance of the differences between the item averages of the top 27% and bottom 27% were examined by t-test. According to the results obtained, the STEMPCK Scale consists of six factors: 21st-Century Skills, Pedagogical Knowledge, Mathematics, Science, Engineering, and Technology. The scale included 56 items. The Cronbach's Alpha values of the factors ranged from 0.878 to 0.90, and the corrected item total score correlations ranged from 0.306 to 0.895. The results of the t-test showed that all the differences between the mean scores of the top 27% and bottom 27% on the items were significant. The results of the analyses indicate that the instrument has reasonable internal consistency and that the theoretical structure was supported by empirical data. These results indicate that the STEMPCK Scale is an appropriate tool for measuring preservice teachers' STEM pedagogical content knowledge. Implications and suggestions for further studies are included.Scientific and technological progress requires workers to have different skills than in the past. In addition to foundational skills like literacy and numeracy, they need competencies such as problem solving, critical thinking, creativity, and collaboration and character qualities such as curiosity. To teach the skills that meet the needs of a 21st-century marketplace, countries have made reforms in their educational systems (Drew, 2011). Science, technology, engineering, and mathematics (STEM) lie at the heart of these reform movements. Through the integration of science, technology, engineering, and mathematics, students would be able to study the challenges that arise in today's world such as energy shortages, environmental problems, and health problems (Bybee, 2010). Students fully equipped with STEM knowledge will be able to identify, apply, and integrate its concepts to understand complex problems and generate solutions to solve those

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Stem Applications in Mathematics Education: The Effect of Stem Applications on Different Dependent Variables

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The purpose of the research is to analyze the effect of STEM applications on mathematics pre-service teachers' mathematical literacy self-efficacy, technological pedagogical knowledge and mathematical thinking skills and their views on STEM education. This research has been carried out by 29 mathematics pre-service teachers who are schoolers at the educational faculties of Mus Alparslan University. The research was completed in 10 weeks (3 hours per week) in spring semester of 2016-2017 academic year. Mixed research approach was used in the study. "Mathematical Literacy Self-Sufficiency Scale", "Mathematical Thinking Scale", "Technological Pedagogical Area Information Scale" and "STEM Interview Form for Mathematics Pre-service Teachers" were used as data collection instruments. The collected data were analyzed, and it was certain that the STEM applications positively affected the pre-service teachers' mathematics literacy self-efficacy and technological pedagogical content knowledge. However, STEM applications were not seemed to have a positive effect on mathematical thinking. Moreover, when the opinions of the pre-service teachers were examined, it was identified that the STEM applications changed positively the opinions of the pre-service teachers about the mathematical literacy, and that they lacked many subjects such as field knowledge and pedagogy knowledge about STEM education. Suggestions were made in the direction of the findings obtained. Key words: science, technology, engineering, mathematics education, mathematics pre-service teacher.

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Teachers' General Pedagogical Content Knowledge (PCK) and Content Knowledge of Algebra

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STEM Pedagogical Content Knowledge Scale (STEMPCK): A Validity and Reliability Study

Stem Applications in Mathematics Education: The Effect of Stem Applications on Different Dependent Variables

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