6/2018 vol. 14
Stats
CC-BY 4.0
Get citation
RESEARCH PAPER
Teachers’ Transformed Subject Matter Knowledge Structures of the Doppler Effect
Mpho Mosabala 1
 
 
 
More details
Hide details
1
School of Education, University of the Witwatersrand, SOUTH AFRICA
 
 
Online publication date: 2018-04-10
 
 
Publication date: 2018-04-10
 
 
EURASIA J. Math., Sci Tech. Ed 2018;14(6):2407-2417
DOI: https://doi.org/10.29333/ejmste/89842
 
 
Article (PDF)
References (38)
 
KEYWORDS
concept maps
connectedness
correctness
Pedagogical Content Knowledge
subject matter knowledge
 
ABSTRACT
The pupils’ poor performance in science in South African secondary schools is well documented. Therefore, it is deemed necessary to conduct a study that would portray knowledge structures for teaching a science topic. This is an empirical qualitative interpretive multiple case study looking at four physical science teachers teaching Doppler Effect to Grade 12 pupils. The data was collected through classroom observations and teacher interviews. Data analysis was done using concept maps. The results show that teachers’ knowledge as portrayed during the teaching lack coherence and to some extent the correctness that is expected of teachers. The weaknesses are considered likely to compromise their pupils’ conceptual understanding of the topic.
 
REFERENCES (38)
1.
Bartos, S., & Lederman, N. (2014). Teachers’ knowledge structures for nature of science and scientific inquiry: Conceptions and classroom practice. Journal of Research in Science Teaching 51(9), 1150-1188. https://doi.org/10.1002/tea.21....
CrossRef
 
Google Scholar
 
 
2.
Brodie, K., Lelliott, A., & Davis, H., (2002). Forms and Substance in learner-centred teaching: Teachers’ take-up from an in-service programme in South Africa. Teaching and Teacher Education, 18, 541-559. https://doi.org/10.1016/S0742-....
CrossRef
 
Google Scholar
 
 
3.
Chang, K., Sung, Y., Chang, R., & Lin, S. (2005). A new assessment for computer based mapping. Educational Technology and society, 8(3), 138-148.
Google Scholar
 
 
4.
Daley, B. J. (2004). Using concept maps in qualitative research. In A. J. Cañas, J. D. Novak, & F. M. González (Eds.), Concept maps: Theory, methodology, technology: Proceedings of the First International Conference on Concept Mapping (Vol. 1, pp. 191-197). Pamplona, Spain: Universidad Pública de Navarra.
Google Scholar
 
 
5.
Department of Basic Education. (2015). Report on the National Senior Certificate examination results. Pretoria: Department of Basic Education.
Google Scholar
 
 
6.
Geddis, A., & Wood, E. (1997). Transforming subject matter and managing dilemmas. Teaching and Teacher Education, 13, 611-626. https://doi.org/10.1016/S0742-....
CrossRef
 
Google Scholar
 
 
7.
Goldsmith, T., Johnson, P., & Acton, W. (1991). Assessing structural knowledge. Journal of Educational Psychology, 83(1), 88-96. https://doi.org/10.1037/0022-0....
CrossRef
 
Google Scholar
 
 
8.
Guba, E. G., & Lincoln, Y. S. (2005). Paradigmatic controversies, contradictions, and emerging influences. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (pp. 191-215). Thousand Oaks, CA: Sage.
Google Scholar
 
 
9.
Hay, D. B., & Kinchin, I. M. (2006). Using concept maps to reveal conceptual typologies. Education & Training, 48, 127–142. https://doi.org/10.1108/004009....
CrossRef
 
Google Scholar
 
 
10.
Hough, S., O'Rode, N., Terman, N., & Weissglass, J. (2007). Using concept maps to assess change in teachers' understandings of algebra: A respectful approach. Journal of Mathematics Teacher Education, 10(1), 23-41. https://doi.org/10.1007/s10857....
CrossRef
 
Google Scholar
 
 
11.
Iuli, R. J., & Helldén, G. (2004). Using concept maps as a research tool in science education research. In A. J. Cañas, J. D. Novak, & F. M. González (Eds.), Concept maps: Theory, methodology, technology: Proceedings of the First International Conference on Concept Mapping (Vol. 1, pp. 367-374). Pamplona, Spain: Universidad Pública de Navarra.
Google Scholar
 
 
12.
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....
CrossRef
 
Google Scholar
 
 
13.
Kinchin, I. (2008). Using concept mapping to locate the tacit dimension of clinical expertise: towards a theoretical framework to support critical reflection on teaching. Learning in Health and Social Care, 7(2), 93-104. https://doi.org/10.1111/j.1473....
CrossRef
 
Google Scholar
 
 
14.
Kinchin, I. M., Hay, D.B., & Adams, A. (2010). How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development. Educational Research, 42(1), 43–57. https://doi.org/10.1080/001318....
CrossRef
 
Google Scholar
 
 
15.
Kinchin, I., Streatfield, D., & Hay, D. (2010). Using concept mapping to enhance the research interview. International Journal of Qualitative Methods, 9(1), 52-68. https://doi.org/10.1177/160940....
CrossRef
 
Google Scholar
 
 
16.
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/10.1080/030572....
CrossRef
 
Google Scholar
 
 
17.
Koponen, I. T., & Pehkonen, M. (2010). Coherent Knowledge Structures of Physics Represented as Concept Networks in Teacher Education. Science & Education, 19, 259-282. https://doi.org/10.1007/s11191....
CrossRef
 
Google Scholar
 
 
18.
Lachner, A., & Nuckles, M. (2014). Bothered by Abstractness or Engaged by Cohesion? Experts’ Explanations Enhance Novices’ Deep-Learning. Journal of Experimental Psychology Applied, 21(1), 1-50.
Google Scholar
 
 
19.
Legotlo, M., Maaga, M., Sebego, M., Van der Westhuizen, P., Mosogo, M., Niewoudt, H., & Steyn, H. (2002). Perceptions of stakeholders on causes of poor performance in Grade 12 in a province in South Africa. South African Journal of Education, 22, 113-118.
Google Scholar
 
 
20.
Makgato, M., & Mji, A. (2006). Factors associated with high school learners’ poor performance: a spotlight on mathematics and physical science. South African Journal of Education, 26(2), 177-319.
Google Scholar
 
 
21.
Mavhunga, E., & Rollnick, M. (2013). Improving PCK of chemical equilibrium in pre-service teachers. African Journal of Research in Mathematics, Science and Technology Education, 17(1-2), 113-125. https://doi.org/10.1080/102884....
CrossRef
 
Google Scholar
 
 
22.
Nakiboglu, C., & Ertem. H. (2010). Comparison of the Structural, Relational and Proposition Accuracy Scoring Results of Concept Maps about Atom. Journal of Turkish Science Education, 7(3), 60-77.
Google Scholar
 
 
23.
Novak, J. D. (1998). Learning, creating and using knowledge: Concept maps as facilitative tools in schools and corporations. Hillsdale, NJ: Lawrence Erlbaum.
Google Scholar
 
 
24.
Novak, J., & Musonda, D. (1991). A twelve-year longitudinal study of science concept learning. American Educational Research Journal, 28, 117-153. https://doi.org/10.3102/000283....
CrossRef
 
Google Scholar
 
 
25.
Novak, J. D., & Cañas, A.J. (2006). Theoretical Origins of Concept Maps, How to Construct Them and Uses in Education. Reflecting Education, 3(1), 29-42.
Google Scholar
 
 
26.
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO978....
CrossRef
 
Google Scholar
 
 
27.
Opie, C. (2004). Doing educational research. Thousand Oaks, CA: Sage.
Google Scholar
 
 
28.
Pitjeng, P., & Rollnick, M. (2010). Learning to teach the Chloralkali Industry to Grade 12- In Mudaly, V. (Ed.) Proceedings of the 18th Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education Durban: SAARMSTE, 3, 143-152.
Google Scholar
 
 
29.
Pitjeng, P. (2014). Novice unqualified graduate science teachers’ topic specific pedagogical content knowledge and their beliefs about teaching. In H. Venkat, M. Rollnick, M. Aksew, & J. Loughran (Eds.), Exploring mathematics and science teachers’ knowledge: Windows into teacher thinking (pp.65-83), Abingdon: Routledge.
Google Scholar
 
 
30.
Pitjeng, R. J. (2011). Developing pedagogical content knowledge through a self-study: a case of teaching “chloralkali industry” (Unpublished MSc Research Report). Johannesburg, South Africa: University of Witwatersrand.
Google Scholar
 
 
31.
Probyn, M. (2008). Policy, practice and power: Language ecologies of South African classrooms. In A. Creese, P. Martin & N. H. Hornberger (Eds.), Encyclopaedia of 246 Language and Education: Volume 9: Ecology of language (pp. 207-223). New York: Springer.
Google Scholar
 
 
32.
Rollnick, M. (2014). Using self-study to learn new topics in chemistry- A case of three practicing teachers. In H. Venkat, M. Rollnick, M. Askew, & J. Loughran (Eds.), Exploring mathematics and science teachers’ knowledge: Windows into teacher thinking (pp.147-162), Abingdon: Routledge.
Google Scholar
 
 
33.
Rollnick, M., Mundalamo, F., & Booth, S. (2009). Teachers’ meanings and intentions in constructing concept maps while learning to teach semiconductors. Paper presented at the National Association for Research in Science Teaching, Garden Grove, CA.
Google Scholar
 
 
34.
Rutledge, M. L., & Mitchell, M. A. (2002). Knowledge structure, acceptance, and teaching of evolution. The American Biology Teacher, 64(1), 21-27. https://doi.org/10.1662/0002-7....
CrossRef
 
Google Scholar
 
 
35.
Rye, J. A., & Rubba, P. A. (2002). Scoring Concept Maps: an Expert Map-Based Scheme Weighted for Relationships. School Science and Mathematics, 102(1), 33-44. https://doi.org/10.1111/j.1949....
CrossRef
 
Google Scholar
 
 
36.
Safayeni, F., Derbentseva, N., & Canas, A. (2005). A theoretical note on concepts and the need for cyclic concept maps. Journal of research in science teaching, 42(7), 741-766. https://doi.org/10.1002/tea.20....
CrossRef
 
Google Scholar
 
 
37.
Shulman, L. (2015). PCK: Its genesis and its exodus. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 3-13). New York, NY: Routledge.
Google Scholar
 
 
38.
Wood, E. (2003). Pedagogical Content Knowledge: An Example from Secondary School Mathematics. The Mathematics Educator, 7(1), 49-61.
Google Scholar
 
 
Share
Send by email
RELATED ARTICLE
Using Concepts Maps in a Foundation Mathematics Course: What Have we Learnt?
Facilitating Concept Map Analysis: Generating and Evaluating Representative General Chemistry Concept Maps with a Novel Use of Image J, Gephi, JPathfinder, and R
Content modules as sites for developing science teacher identity in pre-service teachers: A case of one South African university
Are Concept Maps a Valid Measurement Tool for Conceptual Learning? A Cross-case Study
Cross-National Study on Relations between Motivation for Science Courses, Pedagogy Courses and General Self-Efficacy
Indexes
 
Keywords index
Topics index
Authors index
eISSN:1305-8223
ISSN:1305-8215
Journals System - logo
© 2006-2024 Journal hosting platform by Bentus
Scroll to top