Abstract
Pedagogical content knowledge (PCK) is a type of teacher knowledge to be developed by a teacher. PCK is said to contribute to effective teaching. Most studies investigated the development of PCK and its influence on students’ learning from the teachers’ perspectives. Only a limited number of studies have investigated the components of science teachers’ PCK that helped students’ learning from the perspective of students. Thus, it is the aim of this study to investigate the level of science teachers’ PCK from students’ perspective, in particular whether or not students of different achieving ability had different views of teachers’ PCK in assisting their learning and understanding. Based on the PCK research literature, six components of PCK have been identified, which were as follows: (1) subject matter knowledge, (2) knowledge of teaching strategies, (3) knowledge of concept representation, (4) knowledge of teaching context, (5) knowledge of students, and (6) knowledge of assessment in learning science. A questionnaire consisting of 56 items on a five-point Likert-type scale were used for data collection from 316 Form Four students (16 years old). One-way analysis of variance revealed that the differences in science teachers’ PCK identified by students of different achieving abilities were statistically significant. Overall, students of various academic achieving abilities considered all the components of PCK as important. The low-achieving students viewed all the components of PCK as being less important compared to the high and moderate achievers. In particular, low-achieving students do not view ‘knowledge of concept representation’ as important for effective teaching. They valued the fact that teachers should be alert to their needs, such as being sensitive to students’ reactions and preparing additional learning materials. This study has revealed that PCK of science teachers should be different for high and low-achieving students and knowledge of students’ understanding plays a critical role in shaping teachers PCK.
Similar content being viewed by others
References
Abell S (2008) Twenty years later: does pedagogical content knowledge remain a useful idea? Int J Sci Educ 30(10):1405–1416
Abell SK, Lederman NG (2007) Handbook of research on science education. Lawrence Erlbaum Associates, Mahwah, NJ
Adediwura AA, Tayo B (2007) Perception of teachers’ knowledge attitude and teaching skills as predictor of academic performance in Nigerian secondary school. J Educ Res Rev 2(7):165–171
Arzi H (2003) Enhancing science education laboratory environments: more than walls, benches and widgets. In: Fraser BJ, Tobin KG (eds) International handbook of science education, vol 1. Kluwer Academic Publishers, Netherlands, pp 595–608
Ates O, Eryilma Z (2011) Effectiveness of hands-on activities on students’ ability and attitudes towards physics. Asia Pac Forum Sci Learn Teach 12(1):Article 6
Bohlmann NL, Weinstein RS (2013) Classroom context, teacher expectations and cognitive level: predicting children’s math ability judgments. J Appl Dev Psychol 34:288–298
Brodie M (2006) Promoting science and motivating students in the 21st century. J Sci Sch 2:38–41
Brophy JE, Good T (1986) Teacher behavior and student ability. In: Wittrock MC (ed) Handbook of research on teaching, 3rd edn. Macmillan, New York, pp 340–370
De Jong O (2009) Exploring and changing teachers’ pedagogical content knowledge: An overview. In: De Jong O, Halim L (eds) Teachers’ professional knowledge in science and mathematics education: views from Malaysia and abroad. Faculty of Education, The National University of Malaysia, Malaysia, pp 1–25
De Jong O, Van Driel JH, Veerloop N (2005) Preservice teachers’ pedagogical content knowledge of using practical models in teaching chemistry. J Res Sci Teach 48(2):947–964
Dunne M, Humphreys S, Sebba J, Dyson A, Gallannaugh F, Muijs D (2007) Effective teaching and learning for pupils in low attaining groups. Research Report DCSF-RR011. University of Sussex, UK
Fenstermacher GD (1994) The knower and the known: the nature of knowledge in research in teaching. In: Darling-Hammond L (ed) Review of research in education. American Educational Research Association, Washington, DC, pp 3–56
Grossman PL (1990) The making of a teacher: teacher knowledge and teacher education. Teachers College Press, New York
Halim L (2009) Improving Science literacy through a conducive laboratory learning environment: a proposed model. Paper presented at international conference on science and mathematics education, Malaysia
Halim L, Meerah TSM, Buang NA (2010) Developing preservice science teachers’ pedagogical content knowledge through action research. Proc-Soc Behav Sci 9:507–511
Hills HC, Rowan B, Ball DL (2005) Effects of teachers’ mathematical knowledge for teaching on student ability. Am Educ Res J 42(2):371–406
Hofstein A, Shore R, Kipnis M (2004) Providing high school chemistry students with opportunities to develop learning skills in an inquiry-type laboratory: a case study. Int J Sci Educ 26(1):47–62
Ingersoll RM (1999) The problem of underqualified teachers in American secondary schools. Educ Res 28:26–37
Jang SJ (2010) Assessing college students’ perceptions of a case teacher’s pedagogical content knowledge using a newly developed instrument. J High Educ 61(6):663–678
Loughran J, Muhall P, Berry A (2004) In search of pedagogical knowledge in science: developing ways of articulating and documenting professional practice. J Res Sci Teach 41:370–391
Magnusson S, Krajcik T, Borko H (1999) Nature, sources and development of pedagogical content knowledge. In: Gess-Newsome J, Lederman NG (eds) Examining pedagogical content knowledge. Kluwer, Dordrecht, pp 93–132
Manizade AG, Mason MM (2011) Using Delphi methodology to design assessments of teachers’ pedagogical content knowledge. Educ Stud Math 76:183–207
Marchbanks P (2000) Personality traits: elementary school teachers-prospective elementary school teachers: are they out there? http://www.unc.edu/courses/2004spring/engl/012/054/PDF%20files/Sample%20Papers/Unit%202%20Project/Unit%202--teacher.pdf. Accessed 23 Feb 2012
Masters GN (2011) The power of expectation. ACER occasional essay. Australia Council for Educational Research, Australia
Ministry of Education (2012) Strategies to improve science education in Malaysia. Ministry of Education, Putrajaya
Moustafa A, Ben-Zvi-Assraf O, Eshach H (2013) Do junior high school students perceive their learning environment as constructivist? J Sci Educ Technol 22(4):418–431
Nargund-Joshi V, Park Rogers MA, Akerson VA (2011) Exploring Indian secondary teachers’ orientations and practice for teaching science in an era of reform. J Res Sci Teach 48(6):624–647
Ozkan S, Carikoglu J, Tekkaya C (2006) Students’ perceptions of the science laboratory environment. In: Sunal DW, Wright EL, Sundberg C (eds) The impact of the laboratory and technology on learning and teaching science K-16. Information Age Publishing, North Carolina, pp 111–134
Park S, Oliver JS (2008) Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Res Sci Educ 38:261–284
Prime GM, Miranda RL (2006) Urban public high school teachers’ beliefs about science learner characteristics: implication for curriculum. Urban Educ 41(5):506–532
Rice JK (2003) Teacher quality: understanding the effectiveness of teacher attributes. Economic Policy Institute, Washington, DC
Rockoff J (2004) The impact of individual teachers on student ability: evidence from panel data. Am Econ Rev 94(2):247–252
Rudduck J, Chaplain R, Wallace G (1996) School improvement: what can pupils tell us?. Fulton, London
Salleh A, Mohamad BA, Fatin APA, Salmiza S (2011) Compilation and reviews of research findings related to science and mathematics education in Malaysia. Research report for science and mathematics cluster. National Council of Professors, Putrajaya
Schneider R, Plasman K (2011) Science teacher learning progressions: a review of science teachers’ pedagogical content knowledge development. Rev Educ Res 81(4):530–565
Senocak E (2009) Development of an Instrument for assessing undergraduate science students’ perceptions: the problem-based learning environment inventory. J Sci Educ Technol 18(6):560–569
Shadreck M, Issac M (2012) Science teacher quality and effectiveness: Gweru urban junior secondary school students’ points of view. Asian Soc Sci 8(8):160–165
Shulman LS (1987) Knowledge and teaching: foundations of the new reform. Harv Educ Rev 57(1):1–21
Spitzer L (2009) Personality or Pedagogy: which personal characteristics are necessary for ESL teachers to possess and what role do they play compared to formal pedagogical training in ESL teaching? Stud Learn Eval Innov Dev 6(3):80–92
Tamir P (1991) Professional and personal knowledge of teachers and teacher educators. Teach Teach Educ 7:263–268
Tuan HL, Chang HP, Wang KH, Treagust DF (2000) The development of an instrument for assessing students’ perceptions of teachers’ knowledge. Int J Sci Educ 22(4):385–398
Van Driel JH, De Jong O, Veerloop N (2002) The development of preservice chemistry teachers’ PCK. Sci Educ 86:572–590
Veal WR, MaKinster J (1999) Pedagogical content knowledge taxonomies. Electro J Sci Educ 3 www.unr.edu/homepage/crowther/ejse/vealmark.html. Accessed 20 Feb 2012
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Halim, L., Abdullah, S.I.S.S. & Meerah, T.S.M. Students’ Perceptions of Their Science Teachers’ Pedagogical Content Knowledge. J Sci Educ Technol 23, 227–237 (2014). https://doi.org/10.1007/s10956-013-9484-2
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10956-013-9484-2