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

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OR * Can you draw a representation of what knowledge a science teacher need to know to teach?

10-3. Can you give me an explanation of this drawing?

OR Tell me about this drawing.

(If time allows)

1. How do you decide what (part of curriculum) to teach and what (part of curriculum) not to teach?

2. How do your teaching strategies relate to the discipline of science?

3. What are the reasons that you adopt these strategies to teach science?

4. What are the factors distinguish the science knowledge of teachers from that of scientists?

5. What are the characteristics that demonstrate a science teacher’s expertise?

6. What are the factors that influence your teaching?

7. How do you decide your teaching procedures or strategies?

8. What are the obstacles when you teach science in your class?

9. What are the specific ways that you ascertain (make sure) students’ understanding or confusion in your class?

10. What factors do you consider important for a beginning teacher to know in order to be a good science teacher?

Appendix E. Second Interview Protocol

1. Tell me about the lesson and unit among curriculum.

2. Why do you consider this important?

3. Why is this unit important for your science students?

4. Can you show me some of highlights of the unit?

5. Tell me about your teaching procedures or teaching strategies and particular reasons for using this to engage with the idea?

6. As you watch the students participate in this unit, what are you thinking as a science teacher?

7. When you developed this unit, what assumptions did you make about students learning and knowledge of the topic?

8. What do you intend for students to learn during this unit?

9. How do you know students understand those ideas or concepts?

10. What are the difficulties and limitations connected with teaching this unit?

11. Can you think of other ways or alternatives to teaching this unit?

12. When you come up some ideas to teach this unit, where are those ideas coming from?

13. What’s your ultimate goal for students? What do you want your students to learn thorough your classes?

Appendix F. Third Interview Protocol These are seven components, which emerged from interview data analysis to define the knowledge area for science teaching. I have several questions to clarify your perceptions related to these components.

1. Can you take a look at it? Feel free to add or modify the components or elements within each component if you want?

2. Would you weigh these components according to the importance with “1” being most important and “7” being least important? If you think any components are similar in importance, you can give them the same rating.

3. Can you make a connection between the components to show how they are interrelated within the notion of teaching science?

4. What kind of term would you give to name the group of seven components of knowledge areas for teaching science?

5. Among those components and elements, which components make teaching science different from teaching other subjects?

6. What is the ultimate goal of your science class?

–  –  –

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Glaser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory: strategies for qualitative research. New York: Aldine De Gruyter.

Grossman, P.L. (1990) The making of a teacher: teacher knowledge & teacher education. New York: Teachers College Press.

Hashweh, M.Z. (1987). Effects of subject-matter knowledge in the teaching of Biology and Physics. Teaching & Teacher Education. 3(2). 109-120.

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Loughran, J., Milroy, Berry, A., Gunstone, R., & Mulhall, P. (2001). Documenting science teachers’ pedagogical content knowledge through PaP-eRs. Research in Science Education. 31, 289-307.

Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching. 41(4), 370Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome and N. G. Lederman (Eds.), Examining pedagogical content knowledge: PCK and science education (pp.95-132). Netherlands: Kluwer Academic Publisher.

Marks, R. (1990). Pedagogical content knowledge : From a mathematical case to a modified conception. Journal of teacher education, 41(3). 3-11.

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Shulman, L. S. (1986a). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 3-36). New York: Macmillan.

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Journal of Research in Science Teaching, 38(2), 137-158.

Wang, J. & Odell, S. J. (2002). Mentored learning to teach according to standardbased reform: A critical review. Review of Education Research, 72 (3), 481Wilson, S. M., Shulman, L.S., & Richert, A.E. (1987). “150 different ways” of knowing: Representations of knowledge in teaching, In. J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 104-124). London: Cassell.

–  –  –

Eunmi Lee was born in Taegu, Korea on May 23, 1969, the eldest of four children of Oksoon Kang and the late Junkyu Lee. After graduating from Kyounghwa High School in Taegu in 1988, she attended Kyungpook National University where she earned a Bachelor of Geology and Earth Science Education in 1992 and a Master of Arts in Earth Science Education in 1994. After earning her degree, she taught General Science and Biology at Kyungil Middle School and General Science and Earth Science at Dalsung High School in Taegu. In 2000, she enrolled in the University of Texas at Austin to begin work on a doctoral degree in Science and Mathematics Education. Her education at UT has included experience as a research assistant in several in-service teacher education programs, including Texas Regional Collaboratives and Teacher Induction Program. She was also an active teaching assistant in the teacher preparation program, UTeach.

Permanent Address: Pook-Ku Sankyunk 2 Dong 495-18

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