The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: ‘Ozone layer depletion’ as an example
The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: ‘Ozone layer depletion’ as an example
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职前科学教师教学内容知识组成部分之间关系的本质：以“臭氧层损耗”为例
DOI：
10.1080/09500690801911326
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发表时间：
2009
影响因子：
2.3
通讯作者：
O. N. Kaya
中科院分区：
文献类型：
--
作者：
O. N. Kaya
本研究旨在探讨中学科学教师“臭氧层耗损”教学内容知识各组成部分之间的关系。在教育学院的最后一年，首先对216名学生进行了一项开放式调查，以确定他们对臭氧层消耗的主题知识。然后，根据他们在调查中的得分，将PST分为高能力组、中等能力组和低能力组。从每个能力组中随机选择25名小学教师进行访谈，以确定他们的教学知识，并调查小学教师教授“臭氧层消耗”主题的PCK各组成部分之间的相互关系和内部关系。结果表明，有一个显着的相互关系之间的主题和教学知识的PSTs。除评估知识外，小学教师的教学知识各组成部分之间也存在显著的内部关系。统计分析（多变量方差分析）的结果显示，有一个显着差异的程度的小学生的教育知识的水平的小学生的学科知识。这些重要的结果得到了访谈数据定性分析证据的进一步支持。这些启示有助于科学教师教育的改进。
The purpose of this study was to explore the relationships among the components of preservice science teachers’ (PSTs) pedagogical content knowledge (PCK) involving the topic ‘ozone layer depletion’. An open‐ended survey was first administered to 216 PSTs in their final year at the Faculty of Education to determine their subject matter knowledge of ozone layer depletion. Then, the PSTs were classified as high‐ability, average‐ability, and low‐ability groups according to their scores on the survey. The interviews were carried out with 25 randomly selected PSTs from each of these ability groups in order to determine their pedagogical knowledge and investigate the inter‐relationships and intra‐relationships among the components of the PSTs’ PCK for teaching the topic ‘ozone layer depletion’. The results showed that there was a significant inter‐relationship between the subject matter and pedagogical knowledge of the PSTs. There were also significant intra‐relationships among the components of the PSTs’ pedagogical knowledge, except for the knowledge of assessment. The results of statistical analyses (multivariate analyses of variance) revealed that there was a significant difference in the degree of the PSTs’ pedagogical knowledge by the level of PSTs’ subject matter knowledge. These significant results were further supported by evidence from qualitative analyses of the interview data. The implications drawn contribute to the improvement of science teacher education.