Students' Perceptions of Their Science Teachers' Pedagogical Content Knowledge

Lilia Halim, Sharifah Intan Sharina Syed Abdullah, T. Subahan Mohd Meerah

Research output: Contribution to journalArticle

20 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)227-237
Number of pages11
JournalJournal of Science Education and Technology
Volume23
Issue number2
DOIs
Publication statusPublished - Apr 2014

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Students
teacher
science
student
Teaching
learning
ability
teaching strategy
Analysis of variance (ANOVA)
analysis of variance
questionnaire

Keywords

  • Different abilities
  • Effective science teaching
  • Pedagogical content knowledge
  • Science teaching
  • Secondary students
  • Students' needs

ASJC Scopus subject areas

  • Education
  • Engineering(all)

Cite this

Students' Perceptions of Their Science Teachers' Pedagogical Content Knowledge. / Halim, Lilia; Abdullah, Sharifah Intan Sharina Syed; Meerah, T. Subahan Mohd.

In: Journal of Science Education and Technology, Vol. 23, No. 2, 04.2014, p. 227-237.

Research output: Contribution to journalArticle

Halim, Lilia ; Abdullah, Sharifah Intan Sharina Syed ; Meerah, T. Subahan Mohd. / Students' Perceptions of Their Science Teachers' Pedagogical Content Knowledge. In: Journal of Science Education and Technology. 2014 ; Vol. 23, No. 2. pp. 227-237.
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