SavedAdd your journal

Journals / Journal for the Education of Gifted Young Scientists / 2019 / Cilt: 7 - Sayı: 4

Pre-service Science Teachers’ Professional Learning Through Content Representations (CoRes) Construction

Chokchai YUENYONG
Warangkana THONGNOPPAKUN
Pages
1263–1275
Publication Date
2019-12-15
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The resultant CoRes design and discussions indicate that the process of CoRes construction does have potentials for preservice science teachers’ PCK development.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to develop preservice science teachers’ PCK for teaching science throughout Content representations (CoRes) construction activity of teacher professional development program.
📊
Key Findings & Data:Research participants are three 5th year preservice science teachers from department of General Science, faculty of Education, Phuket Rajabhat University.
💡
Conclusion & Impact:The resultant CoRes design and discussions indicate that the process of CoRes construction does have potentials for preservice science teachers’ PCK development.
🔬Design:Research Article
📍Scope:2008 Verileri
⚙️Variables:Pedagogical content knowledge · preservice science teacher

Abstract

This study aims to develop preservice science teachers’ PCK for teaching science throughout Content representations (CoRes) construction activity of teacher professional development program. Research participants are three 5th year preservice science teachers from department of General Science, faculty of Education, Phuket Rajabhat University. Park and Oliver (2008) PCK conceptualization was used as a theoretical framework in this research. And, Content representations (CoRes) by Loughran et al. (2004) was employed as a research instrument in the lesson preparation process in order to elicit and portray teacher’s PCK for teaching science. Data are collected from the first preservice science teachers’ CoRes design for teaching a given topic and student grade. Science student teachers are asked to create CoRes for teaching in topic ‘Motion in one direction’ for 7th grade students. The second CoRes designs are created for teaching their own lesson in school practicum. The development of preservice science teachers’ PCK for teaching science represent from the analysis of CoRes design. The instances of preservice science teachers’ PCK in aspects of science curriculum and student’ s understanding of science is articulated and portrayed during lesson preparation using CoRes design. The resultant CoRes design and discussions indicate that the process of CoRes construction does have potentials for preservice science teachers’ PCK development.

🔖

Cite This Article

YUENYONG, C., THONGNOPPAKUN, W. (2019). Pre-service Science Teachers’ Professional Learning Through Content Representations (CoRes) Construction. Journal for the Education of Gifted Young Scientists, Cilt: 7 - Sayı: 4, 1263–1275. https://ajindex.com/articles/262407

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. Adadan, E. & Oner, D. (2014). Exploring the Progression in Preservice Chemistry Teachers’ Pedagogical Content Knowledge Representations: The Case of “Behavior of Gases”. Research in Science Education. 44, 829–85.
  2. Attakorn, K., Tayut, T., Pisitthawat, K., & Kanokorn, S. (2014). Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. Procedia Social and Behavioral Sciences, 112, 1010-1013.
  3. Garritz, A., Labastida-Piña, DV., Espinosa-Bueno S., & Padilla, K., (2010). Pedagogical content knowledge of inquiry: an instrument to document it and its application to high school science teachers. Paper presented in National Association for Research in Science Teaching (NARST), Philadelphia, USA. Großschedl, J., Welter, V., & Harms, U. (2018). A new instrument for measuring preservice biologyteachers' pedagogical content knowledge: The PCK IBI. Journal of Research in Science Teaching, 56(4), 402-439.
  4. Hume, A., & Berry, A. (2011). Constructing CoRes-a Strategy for Building PCK in Pre-service Science Teacher Education. Research in Science Education, 41(3), 341–355. Institute for Promotion of Teaching of Science and Technology (IPST). (2002). National Science Curriculum Standards. Bangkok: Kurusapa Ladproa. Kind, V. (2009). Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education, 45(2), 169–204.
  5. Knight, J. (2012). High-impact instruction: A framework for great teaching. Thousand Oaks, CA: Corwin Press.
  6. Lederman, N. G., Gess-Newsome, J., & Latz, M. S. (1994). The nature and development of preservice science teachers’ conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31(2), 129–146.
  7. 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), 370-391.
  8. Loughran, J., Berry, A., Mulhall, P., & Woolnough, J. (2006). Understanding and valuing the development of pedagogical content knowledge in science teacher education. In Toward Research-Based Science Teacher Education (pp. 65–76). Aachan: Shaker. Loughran, J., Mulhall, P., and Berry, A., (2008). Exploring pedagogical content knowledge in science teacher education. International Journal of Science Education, 30(10), 1301–1321.
  9. Magnusson, S., Krajcik, J., & Borko, H. (1999).
  10. Nature, Sources, and Development of Pedag