Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study

被引：80

作者：

Park, Soonhye ^{[1
]}

Jang, Jeong-Yoon ^{[1
]}

Chen, Ying-Chih ^{[1
]}

Jung, Jinhong ^{[2
]}

机构：

[1] Univ Iowa, Dept Teaching & Learning, Iowa City, IA 52242 USA

[2] No Illinois Univ, Dept Kinesiol & Phys Educ, De Kalb, IL 60115 USA

来源：

RESEARCH IN SCIENCE EDUCATION | 2011年 / 41卷 / 02期

关键词：

Reform-based science education; Pedagogical content knowledge; Knowledge of student understanding; Knowledge of instructional strategies and representations; SUBJECT-MATTER KNOWLEDGE; TEACHERS;

D O I：

10.1007/s11165-009-9163-8

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study tested a hypothesis that focused on whether or not teachers' pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher's PCK level as measured by the PCK rubric (Park et al. 2008) and the degree to which his/her classroom is reform-oriented as measured by RTOP (Sawada et al. 2002). Data included 33 instructional sessions of photosynthesis and heredity videotaped with 7 high school biology teachers. Each session was given a score on both the PCK rubric and RTOP by two independent raters. Results indicate that PCK score is significantly related to RTOP score in terms of both total score (r = .831, p < .01) and sub-component scores (ranging from r = .616 to .805, p < .01). Implications for science teacher education and future research are discussed.

引用

页码：245 / 260

页数：16

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