CoMCoRe-LS: An instructional design to enhance pedagogical content knowledge of pre-service physics teachers
DOI:
https://doi.org/10.36681/Keywords:
Pedagogical content knowledge, concept mapping, content representation, lesson studyAbstract
This study aims to develop, implement, and evaluate an instructional design model to enhance the pedagogical content knowledge (PCK) of physics student teachers. Model development is accomplished in five stages over two years: 1) problem identification, 2) preliminary identification of the product and design concepts, 3) preliminary theories and products, 4) prototypes and assessments of early products and theories, and 5) final product and theory quality improvement. This study included three sets of participants: four professional teachers, four science education experts, and 54 physics student teachers. Following validation, revision, and implementation, it was determined that the concept Mapping Content Representation—Lesson Study (CoMCoRe-LS) model was
beneficial in enhancing pre-service teachers’ PCK. This study demonstrates an increase in student teachers' capacity to plan and implement courses, regardless of whether they have a strong or weak conceptual understanding. This model may serve as an alternative for assisting pre-service teachers in building PCK while enrolled in courses that combine classroom lectures and internships in schools.
Downloads
References
Agricola, B. T., van der Schaaf, M. F., Prins, F. J., & van Tartwijk, J. (2020). The development of research supervisors’ pedagogical content knowledge in a lesson study project. Educational Action Research, 1–20. https://doi.org/10.1080/09650792.2020.1832551
Akerson, V. L., Pongsanon, K., Park Rogers, M. A., Carter, I., & Galindo, E. (2017). Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers’ Pedagogical Content Knowledge for Teaching Nature of Science. International Journal of Science and Mathematics Education, 15(2), 293–312. https://doi.org/10.1007/s10763-015-9690-x
Anwar, Y., Rustaman, N. Y., & Widodo, A. (2012). Kemampuan Subject Specific Pedagogy Calon Guru Biologi Peserta Program Pendidikan Profesional Guru (PPG) yang Berlatar Belakang Basic Sains Pra Dan Post Workshop. Jurnal Pendidikan IPA Indonesia, 1(2), 157–162.
Arends, R. (2014). Learning to teach (Tenth edition). McGraw-Hill.
Avraamidou, L. (2018). Elementary science teacher identity as a lived experience: Small stories in narrative analysis. Research on Teacher Identity: Mapping Challenges and Innovations, Query date: 2020-09-08 14:37:17, 145–155. https://doi.org/10.1007/978-3-319-93836-3_13
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (2010). Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress. American Educational Research Journal, 47(1), 133–180. https://doi.org/10.3102/0002831209345157
Bertram, A., & Loughran, J. (2012). Science Teachers’ Views on CoRes and PaP-eRs as a Framework for Articulating and Developing Pedagogical Content Knowledge. Research in Science Education, 42(6), 1027–1047. https://doi.org/10.1007/s11165-011-9227-4
Bradbury, L. U., Wilson, R. E., & Brookshire, L. E. (2018). Developing Elementary Science PCK for Teacher Education: Lessons Learned from a Second Grade Partnership. Research in Science Education, 48(6), 1387–1408. https://doi.org/10.1007/s11165-016-9607-x
Chen, J. (2018). Teaching Contexts That Influence Elementary Preservice Teachers’ Teacher and Science Teacher Identity Development. Journal of Science Teacher Education, 29(5), 420–439. https://doi.org/10.1080/1046560X.2018.1469187
Chen, L., Xu, S., Xiao, H., & Zhou, S. (2019). Variations in students’ epistemological beliefs towards physics learning across majors, genders, and university tiers. Physical Review Physics Education Research, 15(1), 010106. https://doi.org/10.1103/PhysRevPhysEducRes.15.010106
Chordnork, B., & Yuenyong, C. (2014). Constructing CoRe as a Methodological for Capturing Pedagogical Content Knowledge: A Case Study of Thailand Teachers Teaching Global Warming. Procedia - Social and Behavioral Sciences, 116, 421–425. https://doi.org/10.1016/j.sbspro.2014.01.233
Coenders, F., & Verhoef, N. (2019). Lesson Study: Professional development (PD) for beginning and experienced teachers. Professional Development in Education, 45(2), 217–230. https://doi.org/10.1080/19415257.2018.1430050
Depaepe, F., Torbeyns, J., Vermeersch, N., Janssens, D., Janssen, R., Kelchtermans, G., Verschaffel, L., & Van Dooren, W. (2015). Teachers’ content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers. Teaching and Teacher Education, 47, 82–92. https://doi.org/10.1016/j.tate.2014.12.009
Etkina, E. (2010). Pedagogical content knowledge and preparation of high school physics teachers. Physical Review Special Topics - Physics Education Research, 6(2), 020110. https://doi.org/10.1103/PhysRevSTPER.6.020110
Fitrianawati, M., Sintawati, M., Marsigit, M., & Retnowati, E. (2020). Pedagogical content knowledge of mathematics student-teachers in developing ethnomathematics-based lesson plans. Ethnomathematics Journal, 1(1), 1–12. https://doi.org/10.21831/ej.v1i1.27759
Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education. Routledge.
Großschedl, J., Mahler, D., Kleickmann, T., & Harms, U. (2014). Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and learning opportunities. International Journal of Science Education, 36(14), 2335–2366. https://doi.org/10.1080/09500693.2014.923949
Großschedl, J., Welter, V., & Harms, U. (2019). A new instrument for measuring pre-service biology teachers’ pedagogical content knowledge: The PCK-IBI. Journal of Research in Science Teaching, 56(4), 402–439. https://doi.org/10.1002/tea.21482
Hale, L. V. A., Lutter, J. C., & Shultz, G. V. (2016). The development of a tool for measuring graduate students’ topic specific pedagogical content knowledge of thin layer chromatography. Chemistry Education Research and Practice, 17(4), 700–710. https://doi.org/10.1039/C5RP00190K
Hammer, D. (1994). Epistemological Beliefs in Introductory Physics. Cognition and Instruction, 12(2), 151–183. https://doi.org/10.1207/s1532690xci1202_4
Harrell, P. E., Kirby, B., Subramaniam, K., & Long, C. (2021). Are Elementary Preservice Teachers Floating or Sinking in Their Understanding of Buoyancy? International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-021-10160-7
Hartsell, T. (2021). Visualization of Knowledge with Concept Maps in a Teacher Education Course. TechTrends, 65(5), 847–859. https://doi.org/10.1007/s11528-021-00647-z
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. https://doi.org/10.1007/s11165-010-9168-3
Irmak, M., İNaltun, H., Ercan-Dursun, J., Yaniş-Kelleci̇, H., & Yürük, N. (2023). Development and Application of a Three-Tier Diagnostic Test to Assess Pre-service Science Teachers’ Understanding on Work-Power and Energy Concepts. International Journal of Science and Mathematics Education, 21(1), 159–185. https://doi.org/10.1007/s10763-021-10242-6
Joyce, B., & Weil, M. (2015). Models of Teaching (8Th Edition). Pearson India.
Juhler, M. V. (2016). The Use of Lesson Study Combined with Content Representation in the Planning of Physics Lessons During Field Practice to Develop Pedagogical Content Knowledge. Journal of Science Teacher Education, 27(5), 533–553. https://doi.org/10.1007/s10972-016-9473-4
Juhler, M. V. (2018). Assessment of Understanding: Student Teachers’ Preparation, Implementation and Reflection of a Lesson Plan for Science. Research in Science Education, 48(3), 515–532. https://doi.org/10.1007/s11165-016-9574-2
Jüttner, M., Boone, W., Park, S., & Neuhaus, B. J. (2013). Development and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK). Educational Assessment, Evaluation and Accountability, 25(1), 45–67. https://doi.org/10.1007/s11092-013-9157-y
Karim, & Danaryanti, A. (2020). How to develop PCK ability for prospective mathematics teachers? The case of lesson study-based field experience practice. Journal of Physics: Conference Series, 1422, 012006. https://doi.org/10.1088/1742-6596/1422/1/012006
Kaya, O. N. (2009). The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: ‘Ozone layer depletion’ as an example. International Journal of Science Education, 31(7), 961–988. https://doi.org/10.1080/09500690801911326
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–10. https://doi.org/10.1007/BF02905780
Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach (1. ed). Springer.
Keller, J., & Suzuki, K. (2004). Learner motivation and E-learning design: A multinationally validated process. Journal of Educational Media, 29(3), 229–239. https://doi.org/10.1080/1358165042000283084
Kind, V. (2009). Pedagogical content knowledge in science education: Perspectives and potential for progress. Studies in Science Education, 45(2), 169–204. https://doi.org/10.1080/03057260903142285
Koc, M. (2012). Pedagogical knowledge representation through concept mapping as a study and collaboration tool in teacher education. Australasian Journal of Educational Technology, 28(4). https://doi.org/10.14742/ajet.833
Lee, E., & Luft, J. A. (2008). Experienced Secondary Science Teachers’ Representation of Pedagogical Content Knowledge. International Journal of Science Education, 30(10), 1343–1363. https://doi.org/10.1080/09500690802187058
Lewis, C. (2002). Lesson study: A handbook of teacher led instructional change. Research for Better Schools, Inc.
Liu, Y., Zhao, G., Ma, G., & Bo, Y. (2014). The Effect of Mind Mapping on Teaching and Learning： A Meta-Analysis. Standard Journal of Education and Essay, 2(1), 17–31.
Llinás, J. G., Macías, F. S., & Márquez, L. M. T. (2020). The Use of Concept Maps as an Assessment Tool in Physics Classes: Can One Use Concept Maps for Quantitative Evaluations? Research in Science Education, 50(5), 1789–1804. https://doi.org/10.1007/s11165-018-9753-4
Loughran, J., Berry, A., & Mulhall, P. (2012a). Examining The Use and Value of Core(S) and Pap-Ers. In J. Loughran, A. Berry, & P. Mulhall (Eds.), Understanding and Developing Science Teachers’ Pedagogical Content Knowledge (pp. 211–221). SensePublishers. https://doi.org/10.1007/978-94-6091-821-6_10
Loughran, J., Berry, A., & Mulhall, P. (Eds.). (2012b). Understanding and Developing Science Teachers’ Pedagogical Content Knowledge. SensePublishers. https://doi.org/10.1007/978-94-6091-821-6
Loughran, J., Mulhall, P., & Berry, A. (2008). Exploring Pedagogical Content Knowledge in Science Teacher Education. International Journal of Science Education, 30(1), 1301–1320. https://doi.org/10.1080/09500690802187009
Magnusson, S., Krajcik, J., & Borko, H. (2002). Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining Pedagogical Content Knowledge (Vol. 6, pp. 95–132). Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47217-1_4
Meier, S. (2021). Pedagogical content knowledge in students majoring in physical education vs. Sport science. The same but different? German Journal of Exercise and Sport Research, 51(3), 269–276. https://doi.org/10.1007/s12662-021-00725-7
Montpetit-Tourangeau, K., Dyer, J.-O., Hudon, A., Windsor, M., Charlin, B., Mamede, S., & Van Gog, T. (2017). Fostering clinical reasoning in physiotherapy: Comparing the effects of concept map study and concept map completion after example study in novice and advanced learners. BMC Medical Education, 17(1), 238. https://doi.org/10.1186/s12909-017-1076-z
Nieveen, N. (1999). Prototyping to Reach Product Quality. In J. Van Den Akker, R. M. Branch, K. Gustafson, N. Nieveen, & T. Plomp (Eds.), Design Approaches and Tools in Education and Training (pp. 125–135). Springer Netherlands. https://doi.org/10.1007/978-94-011-4255-7_10
Nilsson, P., & Loughran, J. (2012). Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge. Journal of Science Teacher Education, 23(7), 699–721. https://doi.org/10.1007/s10972-011-9239-y
Nilsson, P., & Vikström, A. (2015). Making PCK Explicit—Capturing Science Teachers’ Pedagogical Content Knowledge (PCK) in the Science Classroom. International Journal of Science Education, 37(17), 2836–2857. https://doi.org/10.1080/09500693.2015.1106614
Novak, J. D., Gowin, D. B., & Kahle, J. B. (1984). Learning How to Learn (1st ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139173469
Park, S. (2019). Reconciliation Between the Refined Consensus Model of PCK and Extant PCK Models for Advancing PCK Research in Science. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science (pp. 119–130). Springer Singapore. https://doi.org/10.1007/978-981-13-5898-2_4
Park, S., Jang, J.-Y., Chen, Y.-C., & Jung, J. (2011). Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study. Research in Science Education, 41(2), 245–260. https://doi.org/10.1007/s11165-009-9163-8
Purwaningsih, E. (2015). Potret Representasi Pedagogical Content Knowledge (PCK) Guru dalam Mengajarkan Materi Getaran dan Gelombang pada Siswa Smp. Indonesian Journal of Applied Physics, 5(01), 9. https://doi.org/10.13057/ijap.v5i01.252
Purwaningsih, E., Suryadi, A., & Munfaridah, N. (2020). “I am a Rhetoric Physics Student-Teacher”: Identity Construction of an Indonesian Physics Student-Teacher. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1908. https://doi.org/10.29333/ejmste/9123
Purwaningsih, E., & Yuliati, L. (2015). Prospective physics teacher ability on designing lesson plan at senior high school in terms the TPACK framework. Proceedings International Conference on Mathematics, Sciences and Education. International Conference on Mathematics, Sciences and Education.
Rollnick, M. (2017). Learning About Semi Conductors for Teaching—The Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development. Research in Science Education, 47(4), 833–868. https://doi.org/10.1007/s11165-016-9530-1
Rollnick, M., Bennett, J., Rhemtula, M., Dharsey, N., & Ndlovu, T. (2008). The Place of Subject Matter Knowledge in Pedagogical Content Knowledge: A case study of South African teachers teaching the amount of substance and chemical equilibrium. International Journal of Science Education, 30(10), 1365–1387. https://doi.org/10.1080/09500690802187025
Rozenszajn, R., & Yarden, A. (2014). Expansion of Biology Teachers’ Pedagogical Content Knowledge (PCK) During a Long-Term Professional Development Program. Research in Science Education, 44(1), 189–213. https://doi.org/10.1007/s11165-013-9378-6
Saito, E., Hendayana, S., Imansyah, H., Ibrohim, Isamu, K., & Hideharu, T. (2006). Development of school-based in-service training under the Indonesian Mathematics and Science Teacher Education Project®. Improving Schools, 9(1), 47–59. https://doi.org/10.1177/1365480206061999
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed). Pearson.
Seung, E. (2013). The Process of Physics Teaching Assistants’ Pedagogical Content Knowledge Development. International Journal of Science and Mathematics Education, 11(6), 1303–1326. https://doi.org/10.1007/s10763-012-9378-4
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.
Suratno, T. (2012). Lesson study in Indonesia: An Indonesia University of Education experience. International Journal for Lesson and Learning Studies, 1(3), 196–215. https://doi.org/10.1108/20468251211256410
Taslidere, E., & Yıldırım, B. (2023). Effect of Conceptual Change–Oriented Instruction on Students’ Conceptual Understanding and Attitudes Towards Simple Electricity. International Journal of Science and Mathematics Education, 21(5), 1567–1589. https://doi.org/10.1007/s10763-022-10319-w
Torbeyns, J., Verbruggen, S., & Depaepe, F. (2020). Pedagogical content knowledge in preservice preschool teachers and its association with opportunities to learn during teacher training. ZDM, 52(2), 269–280. https://doi.org/10.1007/s11858-019-01088-y
Wilbert, J., Grosche, M., & Gerdes, H. (2010). Effects of Evaluative Feedback on Rate of Learning and Task Motivation: An Analogue Experiment. Learning Disabilities, 8(2), 43–52.
Williams, J., & Lockley, J. (2012). Using CoRes to Develop the Pedagogical Content Knowledge (PCK) of Early Career Science and Technology Teachers. Journal of Technology Education, 24(1). https://doi.org/10.21061/jte.v24i1.a.3
Zhou, Z., Peverly, S. T., & Xin, T. (2006). Knowing and teaching fractions: A cross-cultural study of American and Chinese mathematics teachers. Contemporary Educational Psychology, 31(4), 438–457. https://doi.org/10.1016/j.cedpsych.2006.02.001
Downloads
Issue
Section
Published
License
Copyright (c) 2024 Journal of Turkish Science Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
How to Cite
