Science Trainee Teachers' Pedagogical Content Knowledge and its Influence on Physics Teaching
Science Trainee Teachers' Pedagogical Content Knowledge and its Influence on Physics Teaching
复制标题
理科实习教师教学内容知识及其对物理教学的影响
DOI：
10.1080/0263514022000030462
复制
发表时间：
2002
影响因子：
1.6
通讯作者：
S. Meerah
中科院分区：
文献类型：
--
作者：
L. Halim;S. Meerah
本研究探讨马来西亚科学教师的教学内容知识（PCK）的物理概念。被调查的PCK的两个组成部分是（i）学生对主题的理解、概念和误解的知识，以及（ii）教授特定主题的策略和表征的知识。参加者是来自不同学术科学背景的12名受训教师，他们参加了为期一年的研究生教师培训课程。他们接受了采访，在马来西亚综合科学课程的初中水平的物理学中发现选定的基本概念。研究结果显示，实习教师促进概念理解的PCK有限。他们缺乏能力来改变他们对物理学基本概念的理解，这是教初中理科学生所必需的。受训者的内容知识水平影响他们对小学生可能的错误概念的认识。因此，受训者无法采用解释科学思想所需的适当教学策略。本研究对科学教师的培训提供了一些教学启示。
This study examined Malaysian science teachers' pedagogical content knowledge (PCK) of selected physics concepts. The two components of PCK investigated were (i) knowledge of students' understanding, conceptions and misconceptions of topics, and (ii) knowledge of strategies and representations for teaching particular topics. The participants were 12 trainee teachers from various academic science backgrounds attending a one-year postgraduate teacher-training course. They were interviewed on selected basic concepts in physics that are found in the Malaysian Integrated Science curriculum for lower secondary level. The findings showed that trainee teachers' PCK for promoting conceptual understanding is limited. They lacked the ability to transform their understanding of basic concepts in physics required to teach lower secondary school science pupils. The trainees' level of content knowledge affected their awareness of pupils' likely misconceptions. Consequently, the trainees were unable to employ the appropriate teaching strategies required to explain the scientific ideas. This study provides some pedagogical implications for the training of science teachers.