Pedagogical Transformations of Science Content Knowledge in Korean Elementary Classrooms

被引:10
作者
Oh, Phil Seok [1 ]
Kim, Kyoung Suk [2 ]
机构
[1] Gyeongin Natl Univ Educ, Dept Sci Educ, Anyang 430040, Gyeonggi Do, South Korea
[2] Incheon Yeongseon Elementary Sch, Inchon 403090, South Korea
关键词
Pedagogical transformation; Multimodal representation; Science content knowledge; Elementary teacher; Teacher expertise; SUBJECT-MATTER KNOWLEDGE; TEACHERS; STUDENTS; CONSTRUCTION; CONFIDENCE; EDUCATION; LITERACY; LANGUAGE; GROWTH; WORK;
D O I
10.1080/09500693.2012.719246
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
While a solid understanding of science content knowledge is important in developing expertise in science teaching, it is not necessarily a sufficient condition to teach science effectively in elementary schools. Teachers need to have the ability to transform their knowledge into forms learnable by students. Based on this perspective, the current study explored how science content knowledge was pedagogically transformed in Korean elementary classrooms. Data sources included video-recorded science lessons of five elementary teachers in a metropolitan city of Korea. The analysis of the data revealed that the Korean teachers often engaged in transforming science content knowledge by means of different semiotic modes, including language, pictures, materials, actions, and their complex combinations. Further, their representations of scientific knowledge were in diverse forms, such as personifications, analogies, quiz questions, pictorial models, diagrams, animations, real-life examples, hand demonstrations, videos, flash tools, and songs-and-dances. Future research involving a wider range of participants, such as students, content specialists, and teachers with weak and strong content understanding, was suggested to confirm the findings of this study and find more various ways of pedagogical transformation of science subject matter knowledge.
引用
收藏
页码:1590 / 1624
页数:35
相关论文
共 68 条
[1]   Twenty years later: Does pedagogical content knowledge remain a useful idea? [J].
Abell, Sandra K. .
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 2008, 30 (10) :1405-1416
[2]   How do elementary teachers compensate for incomplete science content knowledge? [J].
Akerson, VL .
RESEARCH IN SCIENCE EDUCATION, 2005, 35 (2-3) :245-268
[3]  
[Anonymous], 1989, P INT S SEL DOM RES
[4]  
[Anonymous], MODEL BASED REASONIN
[5]  
[Anonymous], 2011, A framework for K12 science education: Practices, crosscutting concepts, and core ideas
[6]  
[Anonymous], LINGUISTICS ED
[7]  
[Anonymous], SCI CURR
[8]  
[Anonymous], 1996, NAT SCI ED STAND
[9]   How do beginning primary school teachers cope with science? Toward an understanding of science teaching practice [J].
Appleton, K .
RESEARCH IN SCIENCE EDUCATION, 2003, 33 (01) :1-25
[10]   Science activities that work: perceptions of primary school teachers [J].
Appleton, K .
RESEARCH IN SCIENCE EDUCATION, 2002, 32 (03) :393-410