FREE ELECTRONIC LIBRARY - Dissertations, online materials

Pages:   || 2 | 3 | 4 | 5 |   ...   | 18 |

«Conceptualizing Pedagogical Content Knowledge from the Perspective of Experienced Secondary Science Teachers Committee: Julie A. Luft, Supervisor ...»

-- [ Page 1 ] --



Eunmi Lee

The Dissertation Committee for Eunmi Lee

certifies that this is the approved version of the following dissertation:

Conceptualizing Pedagogical Content Knowledge from the Perspective of

Experienced Secondary Science Teachers


Julie A. Luft, Supervisor

James P. Barufaldi

Lowell J. Bethel

Novell W. Northcutt

Carol Fletcher

Conceptualizing Pedagogical Content Knowledge from the Perspective of Experienced Secondary Science Teachers by Eunmi Lee, B.A., M.S.

Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin May 2005 This work is dedicated to my mother Ok-Soon Kang for giving me immeasurable love and sacrifice, to my husband Ji-Hoon Kim for being the greatest company and supporter, and to my son Richard Young-Jae Kim for being the source of joy in each step of this marvelous journey.

Acknowledgments Above all I thank God to guide me every moment in my life. I know that it’s a blessing from You that there are so many people to whom I owe thanks and gratitude for guiding me and supporting me throughout this incredible five year journey.

First of all, I would like to thank the four participants in this study for sharing their thoughts and practices with me during the interviews and classroom observations. I hope that the moments we shared will benefit them and their future teaching. I would also like to thank the “Teachers as Mentors” project director Peggy Carnahan for allowing me to study with the participants of the program and for helping me in many ways.

I am forever in debt to my supervisor and mentor, Dr. Julie A. Luft. Whenever I felt overwhelmed or depressed, I was able to get over it, thanks to her emotional support and practical guidance. Without her constant support and feedback, I would not have been able to finish this study. I sincerely hope to continue working with her in the future. Julie, you are my role model as a teacher educator and mentor.

I offer deep gratitude to the other members of my committee who provided me much needed encouragement throughout the last two years: Dr. Barufaldi and Dr.

Bethel, I will forever bear in mind your untiring support and encouragement throughout all my time at UT. Dr. Northcutt, I will remember your help and prompt feedback. Dr. Carol Fletcher, I will keep in mind all the moments that I worked with you.

–  –  –

Newsome at Northern Arizona University. She helped me pin down the research question for this dissertation at the beginning, and her feedback made it possible for me to complete this study in time. Julie, I plan to conduct further research on the questions that remain.

I would like to thank the staff in the Center for Science and Mathematics Education Gail Seal, Jim Gross, and Sonya Willis for their emotional support and practical help during my time in graduate school. Gail, Jim, and Sonya, everything that I have done at graduate school was possible thanks to you.

I would also like to thank my Texas Regional Collaboratives (TRC) family, including Dr. Kamily Jeily, Sandy Willkins, Joel Blasingame, Marsha Willis, and Kris Mason. The past two years with the TRC provided me lots of experience and pleasure. The lessons that I learned through working with you will greatly benefit my future life and work.

I would like to thank Chris Dolejs and Laura Havlick for carefully reading my draft and editing it. Your services provided me comfort and confidence when publishing the draft.

I am very thankful for the friendship and support that I have received from my fellow graduate students Magnia, La Vergne, Yu-mei, Marsha, Bhaskar, Luis, Brian, Janice, Barbra, Heejoon, Sera, Mischelle, Steve, Pete, and Jeff. Guys, our relationship as colleagues and friends in Science Education will be forever, won’t it?

–  –  –

Austin: Dongrhin, Jeong-Eun, Eunjeong, Jaehee, Mi-Ae, Eun-A, Hyejeong, Sun-A, and Mijeong. The moments that I shared with you guys during the last five years have been the most valuable memories. I hope to have a chance to give back the love and support I have gotten from you. You will forever be with me in my heart and prayers.

I am blessed with the greatest family. Their prayers and love were the driving force toward my success. I especially thank my mother who is with me no matter where I go. Your endless self-sacrifice and love brought my life so many things, including this Ph.D degree. Mom, I love you forever and ever.

Finally, I must thank my husband and my son. I can’t find the words to express my thanks for my husband, Jihoon Kim. The love and support he provided me is beyond words. You showed me how to love by putting up with all my unreasonable behaviors, frustrations, angers, and tears countless times. I am now ready to switch to that role as you complete your dissertation. My eight-month-old son is the source of my energy and joy. He even gave me company during the trip for the final interview and kept the driving safe. I know that. Youngjae, my life has been more blessed because of you. I love you through and through.

–  –  –

Since the concept of pedagogical content knowledge (PCK) was introduced, educational researchers have attempted to describe and capture the PCK of teachers.

However, researchers have failed to reach a consensus in understanding PCK. In an effort to contribute to the literature that conceptualizes PCK, this study investigates how experienced secondary science teachers, serving as mentors to beginning science

–  –  –

observations, lesson plans, and reflective summaries. A case study method was utilized to conduct an in-depth investigation focusing on how the four experienced secondary science teachers revealed PCK throughout their teaching practices.

Grounded theory was employed as the analytic framework for the study. The findings of this study reveal that the experienced teachers’ PCK commonly includes

–  –  –

assessment strategies; (6) teaching strategies; and (7) resources, with specific elements within each component. Based on the interpretation of the data in the study, the seven components were transformed into each teacher’s PCK that represented his or her own expertise, which ultimately functioned as a filter to determine his or her instructional decisions and actions. The PCK conceptualization of each teacher varied, depending upon his or her individual background and teaching situation. This study shows that the concept of PCK is not only a unique knowledge required for teaching science, but also the application of thatknowledge into teaching practice.

–  –  –

List of Tables

List of Figures



Statement of the Problem

Research Questions

Significance of the Study

Limitations of the Study

Overview of the Following Chapters

Definition of Terms



Models of Teachers’ Knowledge Bases

Researchers Discussion of Science Teachers’ Knowledge Bases

Definitions of PCK

Nature of PCK

Different Conceptualizations of PCK




Research Design: A Case Study Method

Analytic Framework: Grounded Theory

Researcher Background


Data Collection

Schedule and Procedures

Informed Consent

Data Description

x Interview

Classroom Observations

Supplementary Materials

Data Analysis

Validity and Credibility




Part One

Wendy’s Case

Wendy’s Teaching Context

Wendy’s Components of Knowledge for Teaching Science

Wendy’s component 1: knowledge of science

Wendy’s component 2-a: knowledge of goals

Wendy’s component 2-b: knowledge of students.

Wendy’s component 3-a: knowledge of teaching strategies

Wendy’s component 3-b: knowledge of curriculum organization............. 71 Wendy’s component 3-c: knowledge of resources.

Wendy’s Component 4: Knowledge of Assessment strategies

Wendy’s Conceptualization of Seven PCK Components

Shawna’s Case

Shawna’s Teaching Context

Shawna’s Components of Knowledge for Teaching Science

Shawna’s component 1: knowledge of science.

Shawna’s component 2: knowledge of assessment strategies.

Shawna’s component 3: knowledge of goals

Shawna’s component 4: knowledge of curriculum organization................ 88 Shawna’s component 5: knowledge of students

Shawna’s component 6: knowledge of teaching strategies

Shawna’s component 7: knowledge of resources.

Shawna’s Conceptualization of Seven PCK Components

Roger’s Case

Roger’s Teaching Context

Roger’s Components of Knowledge for Teaching Science

Roger’s component 1-a: knowledge of science.

Roger’s component 1-b: knowledge of students

Roger’s component 2-a: knowledge of goals

Roger’s component 2-b: knowledge of teaching strategies.

Roger’s component 3: knowledge of resources.

Roger’s component 4: knowledge of assessment strategies.

xi Roger’s component 5: knowledge of curriculum organization................. 114 Roger’s Conceptualization of Seven PCK Components

Emily’s Case

Emily’s Teaching Context

Emily’s Components of Knowledge for Teaching Science

Emily’s component 1-a: knowledge of science

Emily’s component 1-b: knowledge of goals

Emily’s component 2-a: knowledge of students

Emily’s component 2-b: knowledge of curriculum organization............. 129 Emily’s component 3-a: knowledge of teaching strategies

Emily’s component 3-b: knowledge of assessment strategies.................. 136 Emily’s component 3-c: knowledge of resources

Emily’s Conceptualization of Seven PCK Components

Part Two

Seven Components of PCK

Knowledge of Science.

Knowledge of Goals.

Knowledge of Students.

Knowledge of Curriculum Organization.

Knowledge of Assessment Strategies

Knowledge of Teaching Strategies.

Knowledge of Resources.




Clarification of Shulman’s PCK

Distinctive Terms for the Components of PCK

Practical and Specific Terminologies

Knowledge of curriculum organization

Knowledge of assessment strategies

Inclusive and Comprehensible Elements within Each Component.............. 153 Knowledge of students

Knowledge of teaching strategies

Knowledge of Science and Goals as Base Knowledge

Knowledge of Resources as a New Strand of PCK


Further Research

Appendix A. Timeline

–  –  –

Appendix D. First Interview Protocol

Appendix E. Second Interview Protocol

Appendix F. Third Interview Protocol



–  –  –

Table 1 Overview of Integrative and Transformative models of teacher knowledge. 26 Table 2 Different conceptualizations of PCK

Table 3 Participants demographic information

Table 4. The ratings of each component by the teachers according to the importance to teaching science

–  –  –

Figure 1. The framework of the Standards (NRC, 1996) for professional development

Figure 2. Grossman’s model of teacher knowledge

Figure 3.Conceptual framework of four possible sources of PCK

Figure 4 Tamir’s conceptualization of PCK

Figure 5 Specific timeline of the study

Figure 6 Sequential procedures for data collection and analysis

Figure 7 An example of the process of open coding using NVivo 2.0

Figure 8 Components of pedagogical content knowledge for science teaching......... 56 Figure 9 Wendy’s conceptualization of PCK

Figure 10. Shawna’s conceptualization of PCK

Figure 11 Roger’s conceptualization of PCK

Figure 12 Emily’s conceptualization of PCK

Figure 13. The scope of seven PCK components

Figure 14. The role of knowledge of resources in science teaching

–  –  –

question that will enable researchers to find answers to issues that seem important but remain unanswered (Strauss & Corbin, 1998, p 40).

–  –  –

The American Association for the Advancement of Science (AAAS, 1989)


Although creative ideas for reforming education come from many resources, only teachers can provide the insights that emerge from intensive, direct experience in the classroom itself. They bring to the task of reform knowledge of students, craft, and school structure

–  –  –

This statement clearly indicates the crucial role a science teacher would play in implementing reform. Considering a teacher as a core agent in taking action in reform, we acknowledge the basic assumption that teachers possess a body of specialized knowledge acquired through the years of teaching experience and a variety of training just as in other professions, such as architects, doctors, and lawyers.

On the basis of this knowledge, which distinguishes teachers from other professionals, teachers can make pedagogical reasoning and decisions in their practice that will ultimately enhance their students’ understanding of science.

Pages:   || 2 | 3 | 4 | 5 |   ...   | 18 |

Similar works:

«Entomological Extensions & Activities for Use with Youth: Aligned with the Project Learning Tree Activity Guide by Dr. John Guyton, Extension Entomologist PLT Outstanding Educator, 2003 Department of Biochemistry, Molecular Biology, Entomology, and Plant Pathology Mississippi State University Children like bugs, and teachers or naturalists can take advantage of this natural curiosity to sustain students’ interest in science and provide them with an avenue through which they can explore their...»

«THE RELATIONSHIP BETWEEN NEW VIRTUAL TEACHER JOB SATISFACTION AND MENTORING A Dissertation Presented to The Faculty of the Education Department Carson-Newman University In Partial Fulfillment Of the Requirements for the Degree Doctor of Education By Alison L. Branch March 2016 Copyright © by Alison L. Branch (2016) All rights reserved. ii iii I hereby grant permission to the Education Department, Carson-Newman University, to reproduce this research in part or in full for professional purposes,...»

«Rossi 1 Lauren Rossi Major: English April 22, 2011 A Decade of Reflection: A Cultural Analysis of 9/11 in Television and Literature The other children and I are sitting in a class room. It is seventh grade math class and the teacher is lecturing. My book is open, but I am looking out the windows at the clear day, a waste because I am in school, just a few weeks after the end of summer vacation. The door to the room is thrown open and a woman enters, crying. It‟s our eccentric principal, who...»

«DOCUMENT RESUME CS 212 609 ED 326 894 Croft, Cedric AUTHOR Teachers Manual for Spell-Write: An Aid to Writing, TITLE Spelling and Word Study. Studies in Education No. 34 New Zealand Council for Educational Research, INSTITUTION Wellington. I5BN-0-908567-31-6; I55N-0111-2422 REPORT NO PUB DATE 83 33p.; For student text, see CS 212 608. NOTE Guides Classroom Use Guides (For Teachers) (052) PUB TYPE MF01/PCO2 Plus Postage. EDRS PRICE Elementary Education; Foreign Countries; *Spelling; DESCRIPTORS...»

«DEMOCRATIC AND POPULAR REPUBLIC OF ALGERIA MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH MENTOURI UNIVERSITY OF CONSTANTINE FACULTY OF LETTERS AND LANGUAGES DEPARTMENT OF ENGLISH The Conflict between the Ideal and the Social in Thomas Hardy’s Jude the Obscure A Dissertation Submitted in a Partial Fulfilment of the Requirements for the Master Degree in British and American Studies Supervised by: By: Pr. Brahim Harouni Mr. Boussaad Ihaddadene Mr. Hamoudi Boughenout June 2010...»

«JOURNAL OF ECONOMICS AND FINANCE EDUCATION•Volume 1•Number 2 •Winter 2002 A Two-Dimensional Dual Presentation of Bond Market: A Geometric Analysis * Bill Z. Yang Abstract This paper is developed for pedagogical purposes. It combines the representative-consumer approach and the dual-market framework to develop a two-dimensional dual presentation that links bond market and loanable funds market in price as well as in quantity. It holds that it is incorrect to use the representative-consumer...»

«DISCUSSION PAPER SERIES IZA DP No. 3871 Teachers’ Training, Class Size and Students’ Outcomes: Learning from Administrative Forecasting Mistakes Pascal Bressoux Francis Kramarz Corinne Prost December 2008 Forschungsinstitut zur Zukunft der Arbeit Institute for the Study of Labor Teachers’ Training, Class Size and Students’ Outcomes: Learning from Administrative Forecasting Mistakes Pascal Bressoux Université de Grenoble Francis Kramarz CREST, CEPR, IFAU and IZA Corinne Prost CREST,...»

«JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 37, NO. 8, PP. 871±889 (2000) The Culture of Power and Science Education: Learning from Miguel Angela Calabrese Barton,1 Kimberley Yang2 The University of Texas at Austin, Austin, Texas Teachers College, Columbia University, New York, New York Received 26 January 1999; accepted 28 April 2000 Abstract: In this paper we begin a discussion around the need for science educators to understand the relationship between cultural and socioeconomic issues and...»

«2nd International Conference on Higher Education Advances, HEAd’16 Universitat Polit` cnica de Val` ncia, Val` ncia, 2016 e e e DOI: http://dx.doi.org/10.4995/HEAd16.2016.2465 Influencing pre-service teachers’ beliefs and practices: a case for an experimental teaching experience Deygers, Barta and Kanobana, Sibob a Centre for Language and Education, University of Leuven, Belgium bDepartment of Educational Affairs, Ghent University, Belgium. Abstract Previous research has indicated that...»

«Sino-US English Teaching, ISSN 1539-8072, USA January 2011, Vol.8, No.1 (Serial No.85), 页码 The Internet in EFL Teacher Education: Investigating the Possibilities and Challenges in a Pre-service Teacher Education Programme Mahmoud Mohammad Sayed Abdallah1, 2 1. University of Exeter, Exeter, UK, 2. Assiut University College of Education, Assiut, Egypt The paper reported on a small-scale qualitative study on EFL (English as a Foreign Language) teacher education with a two-fold objective,...»

«TRANSCRIPT Small Biz Success Summit 2012 Putting Social to Work: How to Rapidly Grow Your Fans, Your Prestige & Your Small Business INSTRUCTOR: MICHAEL A. STELZNER Sponsored by Copyright 2012, Social Media Examiner Transcript Introduction The title of our keynote address is Putting Social to Work: How to rapidly grow your Fans, Your Prestige and Your Small Business presented by Michael Stelzner. Mike is the founder of Social Media Examiner and the author of the book Launch: How to Quickly...»

«Roblyer, M. D. (2006). A deconstructed example of a type 2 study: Research to improve implementation strategies. Contemporary Issues in Technology and Teacher Education, 6(3), 342-349. Educational Technology Research That Makes a Difference Series A Deconstructed Example of a Type 2 Study: Research to Improve Implementation Strategies M. D. Roblyer University of Tennessee Chattanooga Abstract This article explores an exemplar of a Type 2 (Research to Improve Implementation Strategies) study. As...»

<<  HOME   |    CONTACTS
2016 www.dissertation.xlibx.info - Dissertations, online materials

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.