The Effects of Science Teachers' Pedagogical Content Knowledge on Students' Attitudes Toward Science and Their Achievement

Uşak, Muhammet; Uygun, Harun; Duran, Muharrem

doi:10.33225/jbse/22.21.694

Cited by 5 publications

(3 citation statements)

References 40 publications

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“…The framing of this study was guided by the theory of pedagogical content knowledge (PCK). Since its conceptualisation by Shulman (1986), researchers have used PCK to explore teachers' professional knowledge (Park & Chen 2012;Usak & Duran, 2022). PCK describes the teachers' professional knowledge domain used to transform content knowledge in ways that are easy for students to understand (Mientus et al, 2022).…”

Section: Theoretical Perspectivementioning

confidence: 99%

Improving Secondary School Biology Teachers’ Topic-Specific Pedagogical Content Knowledge: Evidence From Lesson Studies

Mapulanga

Ameyaw

Nshogoza

et al. 2023

JBSE

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Since pedagogical content knowledge (PCK) influences the teaching-learning process, it has dominated research on teacher effectiveness. This case study explored teachers’ enacted topic-specific PCK (TSPCK) during the biology lesson study stages: planning, teaching, and reflecting. The enacted TSPCK in two video-recorded research lessons was analysed qualitatively. The results showed that the teacher enacted both high-order and low-order pedagogical actions in the enactment of the TSPCK on eight themes, namely: teaching strategies, classroom interactions, representations, curricular saliency, conceptual teaching strategies, students’ prior knowledge and misconceptions, and what makes teaching or learning difficult. The results also show that the teachers’ collective planned TSPCK was more developed than their personal TSPCK, indicating that participation in the lesson study improved the teachers’ TSPCK. The study is important as it shows how teachers enact their personal and collective TSPCK in respiration. It also demonstrates the potential of lesson study to improve teachers’ PCK through collaborative planning and reflection on taught lessons. The study recommends using lesson study to improve teachers’ enacted TSPCK in respiration, and biology as a whole. Keywords: enacted pedagogical content knowledge (ePCK), topic-specific pedagogical content knowledge (TSPCK), respiration, secondary school, lesson study

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Section: Theoretical Perspectivementioning

confidence: 99%

Improving Secondary School Biology Teachers’ Topic-Specific Pedagogical Content Knowledge: Evidence From Lesson Studies

Mapulanga

Ameyaw

Nshogoza

et al. 2023

JBSE

View full text Add to dashboard Cite

show abstract

“…Students should be involved in exciting activities. Some studies show that practical science activities can create excitement in the learning process and increase students' attitudes towards the science learning process (Sadi & Cakiroglu, 2011;Toma & Greca, 2018). Moreover, research shows that inquiry-based learning stimulates an interest in science in primary school students (Spencer & Walker, 2011).…”

Section: Introductionmentioning

confidence: 99%

Development of an inquiry-based module with scientific equipment to facilitate primary school students learning the force concept

Herwinarso

Koswojo

Pratidhina

2023

JEELR

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Recently, science, technology, engineering and mathematics (STEM) applications have become more demanding, promoting students' interest in science from an early age. Science class in primary school needs more attention to attract students’ interest. This study aims to develop an inquiry- based module with scientific equipment for the primary school level to optimize science learning at the primary school level. The development process used a 4-D (define, design, develop and disseminate) model. The developed module and equipment cover the topics of forces and include four experiments, i.e., exploring friction in inclined planes, exploring the mechanical advantage of a pulley, observing magnetic force and exploring static equilibrium in a lever. The modules and scientific equipment are distributed to some schools in Indonesia that lack practical work facilities. The inquiry-based modules and scientific equipment are implemented in classes at four primary schools in Indonesia. In this study, the students' response to the implementation of inquiry-based modules and scientific equipment in the class is also investigated. Overall, the average of the students' responses is 3.37 (out of 4.00). It means students respond positively to the learning activity and the supporting module. Active learning with an inquiry approach is feasible to attract students' interest in science.

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“…Thus, there has been a significant amount of research undertaken on the many facets of instructors that can affect teaching and learning. Technological Pedagogical Content Knowledge for teachers (TPACK, Akturk & Saka Ozturk, 2019), Pedagogical Content Knowledge (PCK, Usak et al, 2022), and other instructional approaches (Isa et al, 2020) are a few examples of major works; yet, despite the availability of numerous educational tools, there has been little research published on how teachers' resourcefulness impacts upon students' learning. Observation reveals that this crucial aspect of the educational system has received no mention in some educational policies, which is especially true in Africa.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Effective Use of Educational Resources and Their Effect on Students’ Learning

Aina,

Abdulwasiu

2023

Unibulletin

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Purpose/Background -Numerous educational resources are accessible in the 21st century that may be used to help students learn. These materials must therefore be investigated by teachers, and instructors need to be resourceful in order to improve students' learning in the 21st century. This study presents information and ideas on the traits, skills, and effects of resourceful teachers on how students learn. Materials/Method -In this review, the author consulted literature and empirical data from the most recent scholarly works, including edited books, peer-reviewed journal articles, and other academic research. Practical Implications -Any educational institution would benefit greatly from recruiting resourceful teachers. Today's teachers need to be resourceful in many different ways, such as being able to work constructively and collaboratively with others, and to make use of appropriate technology, including the latest free and open-source Internet resources. Students' academic performance, retention, motivation, and other aspects are assumed to be influenced by a teacher's resourcefulness, among other things. Conclusion -Teachers must be resourceful in order to improve the ways in which students learn in the 21st century. Teachers can improve how they work as educators by utilizing the varied materials at their disposal. Teachers that are considered resourceful display traits that demonstrate how they maximize the benefits of using all of the resources available to them.

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The Effects of Science Teachers' Pedagogical Content Knowledge on Students' Attitudes Toward Science and Their Achievement

Cited by 5 publications

References 40 publications

Improving Secondary School Biology Teachers’ Topic-Specific Pedagogical Content Knowledge: Evidence From Lesson Studies

Improving Secondary School Biology Teachers’ Topic-Specific Pedagogical Content Knowledge: Evidence From Lesson Studies

Development of an inquiry-based module with scientific equipment to facilitate primary school students learning the force concept

Teachers’ Effective Use of Educational Resources and Their Effect on Students’ Learning

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