Enhancing beginning chemistry teachers' pedagogical content knowledge for teaching the nature of science through mentoring program

Name: Surayot Supparakob

LCSH: Kasetsart University -- Dissertations. Ph.D. (Science Education) 2017

Classification :.LCCS: QD40

LCSH: Kasetsart University. Department of Education -- Dissertations

LCSH: Chemistry -- Study and teaching

LCSH: Science -- Study and teaching

LCSH: Mentoring in education

Abstract: Pedagogical content knowledge for teaching the nature of science (PCK for NOS) is considered to be the useful framework for successful transforming NOS. This study sought to examine and enhance beginning chemistry teachers’ PCK for NOS throughout the intensive mentoring-based professional development program (PDP) based on PCK for NOS framework. The specific research questions were (a) What is the teachers’ PCK for NOS before they participated in the PDP? and (b) How do the PDP influence the development of teachers’ PCK for NOS? Four teachers voluntarily participated. Teachers’ baselines about PCK for NOS were first investigated. They then participated in a six-month intensive PDP. The teachers were also required to conduct a classroom action research [CAR] based on NOS. Multiple data sources included classroom observations, field notes, PCK for NOS’s interviews, and teacher artifacts. Constant comparative method was used to analyze how teachers developed their PCK for NOS. The findings revealed all teachers had limited PCK for NOS. They held varying views of NOS in each aspect. Even they held various orientation to teaching of and realized the vital role of NOS, they neither integrated nor reflected NOS in their chemistry teaching and planning. They hardly concerned students’ learning, conceptions, and assessment of NOS. Even they had robust chemistry knowledge and expressed adequate views of a few aspects of NOS, they focused only chemistry content and rarely reflected NOS in practices. By engaging in the program, teachers gradually developed their PCK for NOS in each component, for example, knowledge of NOS teaching strategies. Teachers held more informed views of NOS. Their orientation aligned well with their teaching. They gradually planned and translated NOS in chemistry teaching in different levels. Teachers used various strategies to teach or translate NOS through chemistry teaching ranged from didactic NOS to implicit NOS approach. They appropriately incorporated some activity in PDP to their teaching such as scientists’ biography. They, however, struggled in transforming NOS in some chemistry content such as scientific theories and laws, and encountered many challenges in real classroom practices. Limitation in NOS experiences, NOS resources, and time were critical factor hindered teachers’ progression. The role of researcher (ongoing support, and critical friendship) seem to be other important factors in sustaining teachers’ PCK for NOS. Our findings highlight a need for mentoring based PDP and incorporate CAR to help and support continued development of teachers’ PCK for NOS in practice.

Kasetsart University. Office of the University Library

Address: Bangkok

Email: tdckulib@ku.ac.th

Name: Chatree Faikhamta

Role: Thesis Advisor

Name: Potjanart Suwanruji

Role: Thesis Co-Advisor

Created: 2017

Modified: 2023-06-29

Issued: 2023-06-29

วิทยานิพนธ์/Thesis

application/pdf

URL: https://kasetsart.idm.oclc.org/login?url=https://www.lib.ku.ac.th/KUthesis/2560/surayot-sup-all.pdf

CallNumber: QD40.S87

eng

DegreeName: Doctor of Philosophy

Level: Doctoral Degree

Descipline: Science Education

Grantor: Kasetsart University

©copyrights Kasetsart University

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