Journal of the Korean earth science society (한국지구과학회지)

The Korean Earth Science Society (한국지구과학회)
권호 표지

Nature and Development of Pedagogical Content Knowledge in Science Teaching

과학 교과교육학 지식의 본질과 발달

  • Lim, Cheong-Hwan (Department of Science Education, Daegu National University of Education)
  • 임청환 (대구교육대학교 과학교육과)
  • Published : 2003.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to analyze and evaluate the nature, role and development of pedagogical content knowledge in science teaching. Two research questions were considered: 1) What are the nature and the components of the pedagogical content knowledge in science teaching? 2) What is the value of pedagogical content knowledge and are there any routes and paths to developing pedagogical content knowledge for science teachers? In order to answer these questions instead of analyzing empirical data, former research literatures are reviewed. The results indicate that science pedagogical content knowledge is a special amalgam of science content knowledge and science method knowledge in a special context of science teaching that is uniquely the province of teacher based on their own special form of professional understanding. As a part of one's own distinctive bodies of knowledge, science teachers' pedagogical content knowledge is an important basis for professional development and competent teachers. It is knowledge of how to teach specific content in specific contexts, also it depends on each teachers' distinctive knowledge structure. Pedagogical content knowledge for science teaching is composed of five components: orientations toward science teaching, knowledge and beliefs about science curriculum, knowledge and beliefs about students' understanding of specific topics, knowledge and beliefs about assessment for teaching science, knowledge and beliefs about instructional strategies for teaching science. The development of science pedagogical content knowledge does not start until teachers have acquired a deeply principled conceptual knowledge of content, also it is promoted by the constant use of subject matter knowledge in teaching situations.

본 연구의 목적은 과학 교과교육학 지식의 본질과 역할이 무엇이며 어떻게 발달하는가를 알아보는데 있다. 구체적인 연구 문제는 첫째, 과학 교과교육학 지식의 본질과 구성 요소는 무엇인가? 둘째, 과학 교과교육학 지식의 가치와 교사의 과학 교과교육학 지식은 어떻게 발달하는가? 이다. 이를 해결하기 위해서 본 연구는 실증적이고 경험적인 데이터에 의한 문제해결보다는 문헌 연구를 통한 접근을 하였다. 연구 결과는 다음과 같다. 과학 교과교육학 지식의 본질은 첫째, 교사 개인이 특정한 과학 수업 상황 속에서 과학 교과를 가르치는데 사용하는 과학의 내용 지식과 과학 교수방법 지식의 합성체를 의미하는 것이다. 둘째, 교사 자신이 가지고 있는 교수를 위한 독특한 지식체로서 과학 교사 전문성의 요체가 되며, 자질 있는 과학 교사가 갖추어야 할 가장 핵심적이고 필수적인 사항이다. 셋째, 어떤 특수한 상황에서 특수한 내용을 어떻게 가르치느냐에 관한 지식으로서 이것은 각 교사마다 독특하게 구성된 지식 체계에 따라 달라진다. 과학 교과교육학 지식의 구성 요소는 과학 교수에 대한 지향, 과학 교육과정에 대한 지식과 신념, 특수한 과학 주제에 대한 학생들의 이해에 관한 지식과 신념, 과학에서 평가에 관한 지식과 신념, 과학 교수를 위한 수업전략에 관한지식과 신념이다. 과학 교과교육학 지식의 발달은 교과 내용에 대한 개념적 지식이 충분히 형성되어야 하며, 이 내용 지식을 실제적인 교수 경험을 통하여 반복적으로 사용함으로써 발달한다.

Keywords

References

  1. 권성기, 임청환 역, 2000, 구성주의적 과학 학습 심리학. 시그마프레스. 23-46
  2. 임청환, 1999, 과학 교사의 자질에 관한 문헌 연구. 과학수학 교육 연구, 대구교육대학교 과학교육연구소, 22권. 51-82
  3. American Association for the Advancement of Science, 1993, Benchmarks for Science literacy, New York: Oxford University Press
  4. Anderson, R. D., & Smith, E. L., 1987, Teaching science, in V. Richardson-Koehler (ed), Educators' handbook-a research perspective
  5. Ashton, P., 1990, Editorial, Journal of Teacher Education, 41(3), 2 https://doi.org/10.1177/002248719004100301
  6. Ball, D. L., 1988, Knowledge and reasoning in mathematical pedagogy: Examining what prospective teachers bring to teacher education, Unpublished doctoral dissertation, Michigan State University, East Lansing
  7. Ball, D., & McDiarmid, G., 1990, The subject matter Preparation of teachers, In W. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of research on teacher education, New York: MacMillan, 437-449
  8. Bell, J., Veal, W. R., & Tippins, D. J., 1998, The evolution of pedagogical content knowledge in prospective secondary physics teachers. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Diego, CA
  9. Bellamy, M. L., 1990, Teacher knowledge, instruction, and student understanding: the relationships evidenced in the teaching of high school Mendelian genetics, Unpub-lished Doctoral Dissertation, The University of Mary-land, College Park, MD
  10. Borko, H. & Putnam, R. T., 1996, Leaming to teach, In D. C. Berliner & R. C. Calfee (Eds.). Handbook of educational psychology, New York, MacMillan
  11. Buchmann, M., 1982, The flight away from content in teacher education and teaching. Journal of Curriculum Studies, 14, 1
  12. Carlsen, W. S., 1987, Why do you ask? The effects of Science teacher subject-matter knowledge on teacher questioning and classroom discourse. Paper presented at Annual Meeting of the Amencan Educational Research Association. (ERIC Document Reproduction Service NO. ED 293 181)
  13. Clermont, C. R, Borko, H., & Krajcik, J. S., 1994, Comparative study of pedagogical content knowledge of experienced and novice chemical demonstrators, Journal of Research in Science Teaching, 31(4), 419-441 https://doi.org/10.1002/tea.3660310409
  14. Cochran, K., 1992,. Pedagogical content knowledge: Teacher's transformations of subject matter. Research matters to the science teacher (NARST Monograph), 5, 3-10
  15. Cochran, K. R, deRuiter, J. A., & King, R. A., 1993, Pedagogical content knowing: an integrative model for teacher preparation. Journal of Teacher Education, 44, 263-272 https://doi.org/10.1177/0022487193044004004
  16. Cochran, K. R, King, R. A., & DeRuiter, J. A., 1991, Pedagogicaf content knowledge: A tentative model for teacher preparation. Paper presented at annual meeting of the America Educational Research Association, Chicago, IL
  17. Confrey, J., 1990, A review of the research on student conceptions in mathematics, science, and programming, in C. Cazden (ed.), Review of research in education, Vol. 16, Washington D. C., American Educational Research Association, 3-56
  18. Dewey, J., 1969, The logical and psychological aspects of experience, In D. Vandenberg (Ed.), University of Illinois Press
  19. Doster, E., Jackson, D., & Smith, D., 1994, Modeling pedagogical content knowledge in physical science for prospective middle school teachers: problem and possibilities. Paper presented at annual meeting of the Association of Education of Teachers in Science, Elpasco. TX
  20. Driver, R., & Easley, J., 1978, Pupils and paradigms: A review of literature related to concept development in adolescent science students, Studies in Science Education, 5, 61-84 https://doi.org/10.1080/03057267808559857
  21. Geddis, A. N., 1993, Transforming subject matter knowledge: The role of pedagogical content knowledge in learning to reflect on teaching, International Journal of Science Education, 15, 673-683 https://doi.org/10.1080/0950069930150605
  22. Gess-Newsome, J., & Lederman, N. G., 1993, Preservice biology teachers' knowledge structures as a function of professional teacher education: A year-long assessment. Science Education, 77, 25-45 https://doi.org/10.1002/sce.3730770103
  23. Gitomer, D. & Burton, B., 1996, Teacher certification and complex performance assessment. Paper presented at the Portfolio Assessment Applications in Teacher Education conference. Hsingchu, Taiwan, R. O. C
  24. Grossman, P. L., 1988, A study in contrast: Sources of pedagogical content knowledge for secondary English. Unpublished doctoral dissertation, Stanford University, Stanford
  25. Grossman, P. L., 1990, The making of a teacher: teacher knowledge and teacher education. New York: Teachers College Press
  26. Grossman, P. L., Wilson, S. M., & Shulman, L., 1989, Teachers of substance: Subject matter knowledge for teaching, In M. C. Reynolds (Ed.). Knowledge base for the beginning teacher. Oxford: Pergamon Press, pp. 23-36
  27. Gudmundsdottir, S., 1987a, Leaming to teach social studies of Chris and Cathy. Paper presented at the Annual Meeting of the Amehcan Educational Research Associ-ation. Washington, D. C. (Eric Document Reproduction Service NO. ED 290 700)
  28. Gudmundsdottir, S., 1987b, Pedagogical content knowl-edge: teachers' way of knowing. Paper presented at the AnnuaI Meeting of the Ameiican Educational Research Association. Washington, D.C. (Ehc Document Reproduction Service NO. ED 290 701)
  29. Hashweh, M. Z., 1987, Effects of subject-matter knowledge in the teaching of biology and physics, Teaching and Teacher Education, 3(2), 109-120 https://doi.org/10.1016/0742-051X(87)90012-6
  30. Hewitt, P., 1993,. Conceptual physice, New Yonk, Harper-Cpllins College Publisbers
  31. Hewson, P. & Hewson, M., 1988, An appropriate concep-tion of teaching science: w from studies of science learning. Science Education, 72(5), 597-614 https://doi.org/10.1002/sce.3730720506
  32. Hollon, R. E., Roth, K. J., & Anderson, C. W., 1991, Science teachers' conceptions in teaching and learning, in Brophy (ed.). Advances in research on teaching, Vol. 2, Greenwich, CT, JAI Press, 145-185
  33. Karplus, R. & Thier, H. D., 1967, A new look at elementary school science: Science Curriculum Improvement Study, Chicago, Rand Mcnally
  34. Krajcik, J. S., Layman, J., Starr, M. L. & Magnusson, S., 1991, The development of middle school teachers' content knowledge and pedagogical content knowledge of heat energy and temperature. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Oakbrook, IL
  35. Lawson, A. E., Abraham, M. R., & Renner, J. W., 1989, A theory of instruction; Using the learning cycle to teach science concepts and thinking skills(Monograph of the National Association for Research in Science Teach-ins, No. 1, Cincinnati, OH, NARST
  36. Lederman, N. G., Gess-Newsome, J., & Latz, K. S., 1994, The nature and development of presetvice science teachers' conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31, 129-146 https://doi.org/10.1002/tea.3660310205
  37. Lederman, N. G., & Latz, M. S., 1995, Knowledge Structure in the preservice science teacher: Sources, development, interactions and relationships to teaching. Journal of Research in Science Teaching, 6(1), 1-19
  38. Leinhardt, G. & Greeno, J., 1986, The Cognitive Skill of Teaching, Journal of Educational Psychology, 78(2). 75-95 https://doi.org/10.1037/0022-0663.78.2.75
  39. Magnuson, S., & Krajcik, J., 1993, Teacher knowledge and representation of content in instruction about heat energy and temperature. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Atlanta, GA
  40. Magnuson, S., Krajcik, J., & Borko, H., 1999, Sources, and development of pedagogical content knowledge for science teaching, in Julie Gess-Newsome and Norman G. Lederman (ed.), Examining Pedagogical Content Knowledge. Kluwer Academic Publishers. 95-132
  41. Mallado, V, Blanco, L. J., & Ruiz, C., 1998, Changing primary teacher trainees' attitude to science. Research in Science Education, 21, 188-197 https://doi.org/10.1007/BF02360472
  42. Marks, R., 1990, Pedagogical content knowledge: From a mathematical case to modified conception. Journal of Teacher Education, 41, 3-11
  43. McDiarmid, G. W., Ball, D. B., & Anderson, C. W., 1989, Why staying one chapter ahead doesn't really work: Subject-specific pedagogy, in M. C. Reynolds (Ed)., Knowledge for beginning teacher, New York, Pegamon, 193-205
  44. National Research Council, 1996, National Science Education Standards, Washington, DC: National Academy Press
  45. Peterson, P. L., 1988, Teachers' and students' cognitional knowledge for classroom teaching and learning. Educational Researcher 17, 5-14
  46. Resnick, L. B., 1987, Education and learning to think, Washington, D. C., National Academy Press
  47. Sanders, L. R., Borko, H, & Lockard, J. D., 1993, Secondary science teachers' knowledge base when teaching science courses in and out of their area of certification, Journal of Research in Science Teaching, 30, 723-736 https://doi.org/10.1002/tea.3660300710
  48. Shulman, L. S., 1986, Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14
  49. Shulman, L. S., 1987, Knowledge and teaching: Foundations of new reform. Harvard Educational Review, 57(1), 1-22 https://doi.org/10.17763/haer.57.1.j463w79r56455411
  50. Shulman, L. S., & Sykes, G., 1986, A national board for teaching? In search of a bold standard. Paper presented at the Task Force on Teaching as a Profession, Carnegie Forum on Education and Economy, Stanford, CA
  51. Smith, D. C. and Neale, D. C., 1991, The construction of subject-matter knowledge in primary science teachers, Teaching and Teacher Education, 5(1), 1-20
  52. Tamir, R, 1988, Subject matter and related pedagogical knowledge in teacher education, Teaching & Teacher Education, (4), 99-110 https://doi.org/10.1016/0742-051X(88)90011-X
  53. Tobin, K., & Gamett, R, 1988, Exemplary practice in science classrooms. Science Education, 72, 197-208 https://doi.org/10.1002/sce.3730720208
  54. Tuan, H. L., 1996,. Pedagogical content knowledge- A revelation for the reform of future science teacher educadon. Proceedings of The 1st math and science teaching and teacher education conference. Changhua, Taiwan
  55. Van Driel, J. H., & Onno De Jong., 1999, The development of preservice chemistry teachers' pedagogical content knowledge. Paper presented in NARST Annual Meeting. Boston, MA
  56. Van Driel, J. H., Verloop, N., & De Vos,. W, 1998,. Developing science teachers' pedagogical content knowledge, Joumal of Research in Science Teaching, 35(6), 673-695
  57. Veal, W. R., 1997, The evolution of pedagogical content knowledge in chemistry and physics prospective secondary teachers, Unpublished Doctoral Dissertation, University of Georgia
  58. Wandersee, J. H., Mintzes, J. J., & Novak, J. D., 1994,. Research on alternative conceptions in science, in D. Gabel (ed.), Handbook of research on science teaching and learning, New York, MacMillan, 177-210
  59. Wlson, S. M., Shulman, L. S., & Richert, E. R., 1988, '150 different ways' of knowing: Representations of knowledge in teaching. in(ed.) J. Calderhead Exploring Teachers' thinking, New York, Taylor and Francis
  60. Wlson, S. M., & Wneburg, S. S., 1989, Peering at the history through different lenses: the role of Disciplinary knowledge in teaching history. Teachers College Records, 89(4), 525-539