Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

Autor/inn/en	Mthethwa-Kunene, Eunice; Onwu, Gilbert Oke; de Villiers, Rian
Titel	Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms
Quelle	In: International Journal of Science Education, 37 (2015) 7, S.1140-1165 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1022624
Schlagwörter	Science Teachers; Biology; Pedagogical Content Knowledge; Genetics; Science Instruction; Knowledge Base for Teaching; Concept Mapping; Video Technology; Questionnaires; Journal Writing; Content Analysis; Teaching Methods; Foreign Countries; Qualitative Research; Case Studies; Grade 11; Grade 12; Secondary School Teachers; Secondary School Science; Semi Structured Interviews; Swaziland + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Biologie; Pädagogische Kompetenz; Humangenetik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Concept Map; Fragebogen; Zeitschriftenaufsatz; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Qualitative Forschung; Case study; Fallstudie; Case Study; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students' work samples. The results showed that the teachers' individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students' internalization of the concepts. The finding that all four teachers lacked knowledge of students' genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers' continuing PCK development. Implications of the findings for biology teacher education are briefly discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01