A framework for K-12 science education (National Research Council [NRC], 2012) supports science learning on social and political issues to make informed decisions and solve problems. Socio-scientific issues have been considered as a context to teach characteristics of nature of science (NOS). This study is a qualitative study in nature to examine how pre-service mathematics teachers define science and address different aspects of science and scientific literacy in the context of coronavirus (COVID-19). Data sources included written reports and reflections on basic science-related questions. Responses from 50 pre-service mathematics teachers were analyzed through thematic analysis. The results indicated that pre-service mathematics teachers defined science as a product in the form of systematic knowledge, fact or theories-laws-models, and they provided informed or partially informed views on empirical, sociocultural, tentativeness, and subjectivity aspects by referring to cognitive, developmental, and sociocultural dimensions of science literacy. Pre-service mathematics teachers’ definition of science as accumulated knowledge was not aligned with their desirable views on aspects of NOS. The study suggests possible implications for further studies.
{"title":"Pre-service mathematics teachers' views of nature of science in the context of COVID-19","authors":"O. Sengul","doi":"10.30935/scimath/12982","DOIUrl":"https://doi.org/10.30935/scimath/12982","url":null,"abstract":"A framework for K-12 science education (National Research Council [NRC], 2012) supports science learning on social and political issues to make informed decisions and solve problems. Socio-scientific issues have been considered as a context to teach characteristics of nature of science (NOS). This study is a qualitative study in nature to examine how pre-service mathematics teachers define science and address different aspects of science and scientific literacy in the context of coronavirus (COVID-19). Data sources included written reports and reflections on basic science-related questions. Responses from 50 pre-service mathematics teachers were analyzed through thematic analysis. The results indicated that pre-service mathematics teachers defined science as a product in the form of systematic knowledge, fact or theories-laws-models, and they provided informed or partially informed views on empirical, sociocultural, tentativeness, and subjectivity aspects by referring to cognitive, developmental, and sociocultural dimensions of science literacy. Pre-service mathematics teachers’ definition of science as accumulated knowledge was not aligned with their desirable views on aspects of NOS. The study suggests possible implications for further studies.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41962000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The ability of students to build problem-solving models using procedural knowledge can be viewed from several aspects, including Mastery of Mathematical Problem Solving (MPS), understanding concepts and application of concepts, the relationship between learning outcomes of mathematics and interest in learning, and examine the contribution of the ability to understand concept problems, the application of concepts to the ability of MPS, as well as student difficulties and some of the advantages of students in solving problems. This experimental study aims to explain the effect of the MPS model using procedural knowledge on solving mathematical problems for Junior High School Students (JHSS). The findings showed that 1) The MPS method using procedural knowledge significantly improved learning outcomes, but the mastery of MPS for JHSS was still unsatisfactory. 2) MPS teaching could still not improve meaningful learning outcomes. However, when JHSS applied the concepts, calculations, and problem-solving aspects, MPS teaching improved meaningful learning outcomes. 3) Students' interest in learning mathematics in the two sample classes was classified as positive. Shortly, MPS teaching accustoms students to think systematically and creatively and not just give up on the problems they face.
{"title":"Problem-Solving Models Using Procedural Knowledge in Solving Mathematics Problems of Junior High School Students","authors":"Syaiful*, Puspayanti, Puspayanti Puspayanti","doi":"10.12973/ejmse.4.2.95","DOIUrl":"https://doi.org/10.12973/ejmse.4.2.95","url":null,"abstract":"The ability of students to build problem-solving models using procedural knowledge can be viewed from several aspects, including Mastery of Mathematical Problem Solving (MPS), understanding concepts and application of concepts, the relationship between learning outcomes of mathematics and interest in learning, and examine the contribution of the ability to understand concept problems, the application of concepts to the ability of MPS, as well as student difficulties and some of the advantages of students in solving problems. This experimental study aims to explain the effect of the MPS model using procedural knowledge on solving mathematical problems for Junior High School Students (JHSS). The findings showed that 1) The MPS method using procedural knowledge significantly improved learning outcomes, but the mastery of MPS for JHSS was still unsatisfactory. 2) MPS teaching could still not improve meaningful learning outcomes. However, when JHSS applied the concepts, calculations, and problem-solving aspects, MPS teaching improved meaningful learning outcomes. 3) Students' interest in learning mathematics in the two sample classes was classified as positive. Shortly, MPS teaching accustoms students to think systematically and creatively and not just give up on the problems they face.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90529175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study tested hypotheses of a hypothetical model determining the influence of teacher clarity and real-world applications while teaching group theory concepts on students’ achievement in modern algebra. The data collected from 139 undergraduate students were analyzed by regression analysis using Stata14’s structural equation model building and estimation. The path regression analysis of the model using SEM model building and estimation confirmed the research hypotheses. First, the utilization of real-world application problems while teaching group theory concepts has a significant influence on students’ achievement in modern algebra. Second, the clear presentation of group theory concepts by the teacher has a significant influence on students’ achievement in modern algebra. Finally, both teachers’ clear presentation of group theory concepts and utilization of its real-world applications have a significant influence on students’ achievement in modern algebra.
{"title":"The Influence of Teacher Clarity and Real-World Applications on Students’ Achievement in Modern Algebra","authors":"Ahmad Khalid","doi":"10.12973/ejmse.4.2.111","DOIUrl":"https://doi.org/10.12973/ejmse.4.2.111","url":null,"abstract":"This study tested hypotheses of a hypothetical model determining the influence of teacher clarity and real-world applications while teaching group theory concepts on students’ achievement in modern algebra. The data collected from 139 undergraduate students were analyzed by regression analysis using Stata14’s structural equation model building and estimation. The path regression analysis of the model using SEM model building and estimation confirmed the research hypotheses. First, the utilization of real-world application problems while teaching group theory concepts has a significant influence on students’ achievement in modern algebra. Second, the clear presentation of group theory concepts by the teacher has a significant influence on students’ achievement in modern algebra. Finally, both teachers’ clear presentation of group theory concepts and utilization of its real-world applications have a significant influence on students’ achievement in modern algebra.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83223478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Out-of-field teaching in science is a phenomenon in many secondary schools across the world. While the reasons for out-of-field teaching are complex, its incidence is heightened in low socio-economic communities and in regional and remote school locations. Research on out-of-field science teaching in secondary schools has tended to focus on teacher competence, particularly in relation to pedagogical content knowledge. However, while teachers’ beliefs and teaching practices within their specialist subject are shown to be related, it is unclear how teachers’ beliefs and practices alter when teaching across subject boundaries. Using a boundary-crossing lens, where teachers engage in passing back and forth between different contexts, this study explored the relationship between teachers’ beliefs about their in-field and out-of-field discipline (science) and the connections to their teaching practice. Interview data, including a video-stimulated interview of a lesson in a teacher’s specialist field and then a subsequent out-of-field lesson, were analysed using the framework of a belief that investigated the relationships between in-field and out-of-field beliefs and practices. Findings indicate that those who teach science out-of-field revert to traditional ways of teaching, despite being more open and adventurous in their in-field discipline areas. However, there were significant instances of boundary crossing with their pedagogy to support their teaching – both in-field and out-of-field. These findings support the development of structured mechanisms and strategies to assist teachers to cross boundaries to establish new and unique interdisciplinary practices.
{"title":"Teaching Science Out-of-field: Beliefs and Practices","authors":"Coral Campbell, C. Vale, Christopher Speldewinde","doi":"10.12973/ejmse.4.2.133","DOIUrl":"https://doi.org/10.12973/ejmse.4.2.133","url":null,"abstract":"Out-of-field teaching in science is a phenomenon in many secondary schools across the world. While the reasons for out-of-field teaching are complex, its incidence is heightened in low socio-economic communities and in regional and remote school locations. Research on out-of-field science teaching in secondary schools has tended to focus on teacher competence, particularly in relation to pedagogical content knowledge. However, while teachers’ beliefs and teaching practices within their specialist subject are shown to be related, it is unclear how teachers’ beliefs and practices alter when teaching across subject boundaries. Using a boundary-crossing lens, where teachers engage in passing back and forth between different contexts, this study explored the relationship between teachers’ beliefs about their in-field and out-of-field discipline (science) and the connections to their teaching practice. Interview data, including a video-stimulated interview of a lesson in a teacher’s specialist field and then a subsequent out-of-field lesson, were analysed using the framework of a belief that investigated the relationships between in-field and out-of-field beliefs and practices. Findings indicate that those who teach science out-of-field revert to traditional ways of teaching, despite being more open and adventurous in their in-field discipline areas. However, there were significant instances of boundary crossing with their pedagogy to support their teaching – both in-field and out-of-field. These findings support the development of structured mechanisms and strategies to assist teachers to cross boundaries to establish new and unique interdisciplinary practices.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84738283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research into knowledge which mathematics teachers require to teach abounds. There is also mounting interest among mathematics teacher education researchers to characterize mathematics teacher educator knowledge (MTEK). However, there is a generic dearth of studies focusing on conceptions of mathematics teacher educators (MTE) regarding MTEK. This article is a product of a qualitative case study underscoring teacher educator conceptions in that regard and the investigation involved two MTE who were practicing in a university. The research site was conveniently chosen, and participants were intentionally selected to respond to interview questions which elicited espoused views. Narrative analysis was used through exploration and subsequent interpretation of transcripts which aligned with questions posed. Analyses suggested a complexity to exhaustively categorize the MTEK necessary for MTE to train mathematics teachers. Notwithstanding, MTE believed that MTEK should include understanding of research in mathematics teacher education and teaching, mathematics teacher knowledge, and MTE professional development. Additionally, the findings suggested that MTE acquire mathematics teacher educator knowledge through postgraduate studies, on the job practice, mentorship, and participation in professional development activities. Research in other contexts is recommended to identify mathematics teacher educators’ understandings of MTEK and how that knowledge should be acquired.
{"title":"Conceptions of Mathematics Teacher Educators Depicting Essential Mathematics Teacher Educator Knowledge","authors":"Priestly Malambo","doi":"10.12973/ejmse.4.2.121","DOIUrl":"https://doi.org/10.12973/ejmse.4.2.121","url":null,"abstract":"Research into knowledge which mathematics teachers require to teach abounds. There is also mounting interest among mathematics teacher education researchers to characterize mathematics teacher educator knowledge (MTEK). However, there is a generic dearth of studies focusing on conceptions of mathematics teacher educators (MTE) regarding MTEK. This article is a product of a qualitative case study underscoring teacher educator conceptions in that regard and the investigation involved two MTE who were practicing in a university. The research site was conveniently chosen, and participants were intentionally selected to respond to interview questions which elicited espoused views. Narrative analysis was used through exploration and subsequent interpretation of transcripts which aligned with questions posed. Analyses suggested a complexity to exhaustively categorize the MTEK necessary for MTE to train mathematics teachers. Notwithstanding, MTE believed that MTEK should include understanding of research in mathematics teacher education and teaching, mathematics teacher knowledge, and MTE professional development. Additionally, the findings suggested that MTE acquire mathematics teacher educator knowledge through postgraduate studies, on the job practice, mentorship, and participation in professional development activities. Research in other contexts is recommended to identify mathematics teacher educators’ understandings of MTEK and how that knowledge should be acquired.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83829243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In terms of learning and academic level, this study compares the development of mathematical creative thinking skills between students who use the Blended Learning Model with GeoGebra support (BLM-G) and students who use the Blended Learning Model without GeoGebra aid (BLM-non-G). A nonequivalent control-group design and a quasi-experimental research methodology are being used. The participants in this study were eighth-grade SMPN students in Ternate City, Indonesia. The research sample was 125 people from two schools with different grade levels. The instrument used is a mathematical creative thinking ability test. Research result; Learning using BLM-G influences students' mathematical creative thinking abilities at high and medium school levels, with very high categories. When compared to kids who learn using BLM-non-G learning, students who use BLM-G learning exhibit greater growth in their capacity for both mathematical and creative thought. This is based on high school level pupils. Kids who study using BLM-G learning and students who learn using BLM-non-G learning exhibit equal increases in their capacity for mathematical and creative thought at the middle school level.
{"title":"Application of the Blended Learning Model to Improve the Mathematical Creative Thinking Skills of GeoGebra-Assisted Junior High School Students in Mathematics Lessons","authors":"Asri Ode, Rusdyi Habsyi","doi":"10.12973/ejmse.4.2.149","DOIUrl":"https://doi.org/10.12973/ejmse.4.2.149","url":null,"abstract":"In terms of learning and academic level, this study compares the development of mathematical creative thinking skills between students who use the Blended Learning Model with GeoGebra support (BLM-G) and students who use the Blended Learning Model without GeoGebra aid (BLM-non-G). A nonequivalent control-group design and a quasi-experimental research methodology are being used. The participants in this study were eighth-grade SMPN students in Ternate City, Indonesia. The research sample was 125 people from two schools with different grade levels. The instrument used is a mathematical creative thinking ability test. Research result; Learning using BLM-G influences students' mathematical creative thinking abilities at high and medium school levels, with very high categories. When compared to kids who learn using BLM-non-G learning, students who use BLM-G learning exhibit greater growth in their capacity for both mathematical and creative thought. This is based on high school level pupils. Kids who study using BLM-G learning and students who learn using BLM-non-G learning exhibit equal increases in their capacity for mathematical and creative thought at the middle school level.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81025049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mark A. J. Parker, Holly Hedgeland, S. Jordan, N. J. Braithwaite
The study covers the development and testing of the alternative mechanics survey (AMS), a modified force concept inventory (FCI), which used automatically marked free-response questions. Data were collected over a period of three academic years from 611 participants who were taking physics classes at high school and university level. A total of 8,091 question responses were gathered to develop and test the AMS. The AMS questions were tested for reliability using classical test theory (CTT). The AMS computer marking rules were tested for reliability using inter-rater reliability (IRR). Findings from the CTT and IRR studies demonstrated that the AMS questions and marking rules were overall reliable. Therefore, the AMS was established as a physics concept inventory which uses automatically-marked, free-response questions. The approach used to develop and test the AMS could be used in further attempts to develop concept inventories which make use of automatically-marked, free-response questions.
{"title":"Establishing a physics concept inventory using computer marked free-response questions","authors":"Mark A. J. Parker, Holly Hedgeland, S. Jordan, N. J. Braithwaite","doi":"10.30935/scimath/12680","DOIUrl":"https://doi.org/10.30935/scimath/12680","url":null,"abstract":"The study covers the development and testing of the alternative mechanics survey (AMS), a modified force concept inventory (FCI), which used automatically marked free-response questions. Data were collected over a period of three academic years from 611 participants who were taking physics classes at high school and university level. A total of 8,091 question responses were gathered to develop and test the AMS. The AMS questions were tested for reliability using classical test theory (CTT). The AMS computer marking rules were tested for reliability using inter-rater reliability (IRR). Findings from the CTT and IRR studies demonstrated that the AMS questions and marking rules were overall reliable. Therefore, the AMS was established as a physics concept inventory which uses automatically-marked, free-response questions. The approach used to develop and test the AMS could be used in further attempts to develop concept inventories which make use of automatically-marked, free-response questions.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48337568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In a modern yet demanding society, scientific literacy (SL) is an essential skill that enables the individual to explain, understand and discuss issues related to science, health, and the environment. The purpose of this research study is to validate the Scientific Literacy Assessment (SLA) tool in the Greek language and investigate the level of SL of 362 Greek pre-service primary school teachers. Reliability and validity were examined using exploratory factor analysis, confirmatory factor analysis and the Cronbach’s alpha coefficient, and a statistical analysis was performed to verify the factor structure of the two components of SLA. The results revealed that the level of demonstrated knowledge (SLA-D1) was moderate while motivational beliefs about learning science were satisfactory (SLA-MB). In terms of demographic factors such as gender, high school course specialization and undergraduate year, the results demonstrated an effect on SLA scores. Recommendations for further research in primary teacher preparation programs are presented.
{"title":"Assessing Greek pre-service primary teachers’ scientific literacy","authors":"Georgios Stylos, Olga Siarka, K. Kotsis","doi":"10.30935/scimath/12637","DOIUrl":"https://doi.org/10.30935/scimath/12637","url":null,"abstract":"In a modern yet demanding society, scientific literacy (SL) is an essential skill that enables the individual to explain, understand and discuss issues related to science, health, and the environment. The purpose of this research study is to validate the Scientific Literacy Assessment (SLA) tool in the Greek language and investigate the level of SL of 362 Greek pre-service primary school teachers. Reliability and validity were examined using exploratory factor analysis, confirmatory factor analysis and the Cronbach’s alpha coefficient, and a statistical analysis was performed to verify the factor structure of the two components of SLA. The results revealed that the level of demonstrated knowledge (SLA-D1) was moderate while motivational beliefs about learning science were satisfactory (SLA-MB). In terms of demographic factors such as gender, high school course specialization and undergraduate year, the results demonstrated an effect on SLA scores. Recommendations for further research in primary teacher preparation programs are presented.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48188001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The diversity of definitions of science literacy has resulted in a diversity of measurement tools. However, adult science literacy is mainly assessed on short standardized and non-contextualized questions, thus making the study of adult science literacy more qualitative than quantitative. Here we describe the rationale, development, and validation of a questionnaire that associates the use of science in the specific science-related setting of parents of hard of hearing children with general and topic-specific science knowledge. The questionnaire went through four developmental steps: (1) gathering input from hearing rehabilitation experts and parents, (2) testing the close-ended questionnaire (n=10), (3) open-ended questionnaire (n=24), (4) online close-ended questionnaire (n=91). These all assessed general science knowledge, contextual science knowledge in the field of hearing and parents' advocacy knowledge and attitudes. These steps and the resulting assessment tool can thus inform the further development of measures of adult science literacy in context. The findings suggest that although general science knowledge enables the application of science to everyday science-related problems it only explained a small proportion of the variance in contextual science knowledge. Thus, the results strongly point to the importance of measuring adults' science literacy in a context that is relevant to the responders. The findings also underscored the disappointing outcomes of secondary science education, in that formal scientific background predicted general science knowledge but did not account for contextual science knowledge at all. This should elicit concern as to the ability of students to use science knowledge in future personally important science related contexts.
{"title":"Developing and Validating a Contextualized Science Literacy Assessment for Adults: The Case of Parents of Hard of Hearing Children","authors":"Sophie Shauli, A. Baram‐Tsabari","doi":"10.12973/ejmse.4.1.29","DOIUrl":"https://doi.org/10.12973/ejmse.4.1.29","url":null,"abstract":"The diversity of definitions of science literacy has resulted in a diversity of measurement tools. However, adult science literacy is mainly assessed on short standardized and non-contextualized questions, thus making the study of adult science literacy more qualitative than quantitative. Here we describe the rationale, development, and validation of a questionnaire that associates the use of science in the specific science-related setting of parents of hard of hearing children with general and topic-specific science knowledge. The questionnaire went through four developmental steps: (1) gathering input from hearing rehabilitation experts and parents, (2) testing the close-ended questionnaire (n=10), (3) open-ended questionnaire (n=24), (4) online close-ended questionnaire (n=91). These all assessed general science knowledge, contextual science knowledge in the field of hearing and parents' advocacy knowledge and attitudes. These steps and the resulting assessment tool can thus inform the further development of measures of adult science literacy in context. The findings suggest that although general science knowledge enables the application of science to everyday science-related problems it only explained a small proportion of the variance in contextual science knowledge. Thus, the results strongly point to the importance of measuring adults' science literacy in a context that is relevant to the responders. The findings also underscored the disappointing outcomes of secondary science education, in that formal scientific background predicted general science knowledge but did not account for contextual science knowledge at all. This should elicit concern as to the ability of students to use science knowledge in future personally important science related contexts.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83459378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports on part of an ongoing large-scale research on the need to improve science teaching and learning through investigating the Pedagogical Content Knowledge (PCK) of biology teachers for the topic Biodiversity. Six factors have been seen to affect teacher PCK, i.e., content knowledge, knowledge of students, science teaching orientations, knowledge of assessment, knowledge of instructional strategies and knowledge of the curriculum. This research aimed to examine the teacher’s level of content knowledge (CK). A qualitative research paradigm was adopted, and a case study research design used. The case (unit of analysis) was Biology teacher CK, and the subjects were the four teacher participants purposively selected. Lesson observations, teacher interviews and learner questionnaires were used to collect data on teacher CK. A content knowledge analytical framework consisting of five constructs was designed and used to analyse the teacher CK and data triangulated with data collected from interviews and questionnaires. This research revealed that ‘A’ level Biology teachers’ CK vary from teacher to teacher depending on several factors which include teacher identity, planning, workshopping, and motivation among others. Of the four Biology teacher participants, two had adequate CK and the other two exhibited inadequate CK. Inadequate CK was attributed to lack of planning, non-exposure to workshops and lack of teacher motivation. Consequently, this research recommends supervision of teachers from school level to national level, a series of teacher workshops on the demands of the competence-based curriculum and constructive teacher identity as well as introduce factors that enhance teacher motivation. Further research on the content knowledge of Biology teachers in other learning areas is recommended.
{"title":"Investigating ‘A’ Level Biology Teachers’ Content Knowledge on Biodiversity in Midlands Urban: A Case of Four Selected Teachers","authors":"J. M, J. Mukaro, W. Parawira","doi":"10.12973/ejmse.4.1.49","DOIUrl":"https://doi.org/10.12973/ejmse.4.1.49","url":null,"abstract":"This paper reports on part of an ongoing large-scale research on the need to improve science teaching and learning through investigating the Pedagogical Content Knowledge (PCK) of biology teachers for the topic Biodiversity. Six factors have been seen to affect teacher PCK, i.e., content knowledge, knowledge of students, science teaching orientations, knowledge of assessment, knowledge of instructional strategies and knowledge of the curriculum. This research aimed to examine the teacher’s level of content knowledge (CK). A qualitative research paradigm was adopted, and a case study research design used. The case (unit of analysis) was Biology teacher CK, and the subjects were the four teacher participants purposively selected. Lesson observations, teacher interviews and learner questionnaires were used to collect data on teacher CK. A content knowledge analytical framework consisting of five constructs was designed and used to analyse the teacher CK and data triangulated with data collected from interviews and questionnaires. This research revealed that ‘A’ level Biology teachers’ CK vary from teacher to teacher depending on several factors which include teacher identity, planning, workshopping, and motivation among others. Of the four Biology teacher participants, two had adequate CK and the other two exhibited inadequate CK. Inadequate CK was attributed to lack of planning, non-exposure to workshops and lack of teacher motivation. Consequently, this research recommends supervision of teachers from school level to national level, a series of teacher workshops on the demands of the competence-based curriculum and constructive teacher identity as well as introduce factors that enhance teacher motivation. Further research on the content knowledge of Biology teachers in other learning areas is recommended.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81177671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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