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RESEARCH PAPER
Locating Personal Pedagogical Content Knowledge of Science Teachers within Stories of Teaching Force and Motion
1
Memorial University of Newfoundland, CANADA
Publication date: 2020-10-21
EURASIA J. Math., Sci Tech. Ed 2020;16(12):em1907
KEYWORDS
Pedagogical Content Knowledge (PCK)personal Pedagogical Content Knowledge(pPCK)Topic-Specific Pedagogical Content Knowledge (TSPCK)Topic-Specific PedagogicalConstructions (TSPC)
ABSTRACT
A narrative inquiry approach was adapted to study teacher’s experiences of planning and teaching
force and motion topics. Oral narrative data were collected through interview conversations
between the researcher and the teachers about their experiences of planning and teaching force
and motion concepts. Narrative analysis technique suggested by Polkinghorne, was employed to
develop stories of teaching force and motion—that acceded access to their pPCK. and comprised
of small entities of knowledge—pedagogical constructions, which are narrative fragments. Each
pedagogical construction was placed on a four-level PCK continuum to assess the breadth and
depth of each teacher’s pPCK. A mapping technique was devised to illustrate pPCK of each
participant teacher, and a comparative analysis of these illustrations reveals fascinating similarities
and differences apparently grounded in individual teacher’s subject area background and their
specific teaching experiences. Implications for pre-service science teacher education are
discussed.
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| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
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