An Exploration on Concept Teaching Knowledge of Biology Teachers in Lower-Secondary Schools

Autor/in	Li, Mingyu
Titel	An Exploration on Concept Teaching Knowledge of Biology Teachers in Lower-Secondary Schools
Quelle	In: Journal of Baltic Science Education, 21 (2022) 1, S.121-139 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Li, Mingyu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Secondary School Students; Pedagogical Content Knowledge; Foreign Countries; Scientific Concepts; Science Instruction; Concept Formation; Scientific Principles; Biology; Middle School Teachers; Science Teachers; Teacher Attitudes; China + Suchen Sie Ihr Suchwort? Sekundarschüler; Pädagogische Kompetenz; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Biologie; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Lehrerverhalten
Abstract	The topic 'photosynthesis' contains many intangible and abstract scientific concepts, regarding which students hold many preconceptions. Conceptual learning is a process of co-creation and flow that requires the teachers' higher educational level on conceptual teaching. The present research considers photosynthesis as an example. Results of Ball's 2008 research on teachers' content knowledge for teaching served as the theoretical framework. In total, 30 biology teachers from 11 lower-middle schools in a medium-sized city in China were selected as the research objects. The conceptual learning achievements of 1442 students taught by those teachers were used as a yardstick, and two sets of self-designed questionnaires were used to demonstrate, describe, and discuss these elements and their current state in the teachers' mind and determine influencing factors. According to the results, except for the knowledge of concept and student element, all the other three elements attained the passing level. Specifically, the level of common concept knowledge was relatively high, but this element had not attained the perfect level. A scope for improvement was observed for the other three conceptual knowledge elements. No significant difference in the knowledge elements level was observed among the teachers from different schools. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01