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dc.contributor.authorBayram-Jacobs, Durdane
dc.contributor.authorHenze, Ineke
dc.contributor.authorEvagorou, Maria
dc.contributor.authorShwartz, Yael
dc.contributor.authorAschim, Elin Leirvoll
dc.contributor.authorAlcaraz-Dominguez, Silvia
dc.contributor.authorBarajas, Mario
dc.contributor.authorDagan, Etty
dc.date.accessioned2020-03-12T10:00:10Z
dc.date.available2020-03-12T10:00:10Z
dc.date.created2019-10-23T14:43:45Z
dc.date.issued2019
dc.identifier.citationJournal of Research in Science Teaching. 2019, 1207-1233.en_US
dc.identifier.issn0022-4308
dc.identifier.urihttps://hdl.handle.net/11250/2646507
dc.descriptionThis is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.en_US
dc.description.abstractThe purpose of this study is to provide insight into short‐term professionalization of teachers regarding teaching socioscientific issues (SSI). The study aimed to capture the development of science teachers' pedagogical content knowledge (PCK) for SSI teaching by enacting specially designed SSI curriculum materials. The study also explores indicators of stronger and weaker development of PCK for SSI teaching. Thirty teachers from four countries (Cyprus, Israel, Norway, and Spain) used one module (30–60 min lesson) of SSI materials. The data were collected through: (a) lesson preparation form (PCK‐before), (b) lesson reflection form (PCK‐after), (c) lesson observation table (PCK‐in‐action). The data analysis was based on the PCK model of Magnusson, Krajcik, and Borko (1999). Strong development of PCK for SSI teaching includes “Strong interconnections between the PCK components,” “Understanding of students' difficulties in SSI learning,” “Suggesting appropriate instructional strategies,” and “Focusing equally on science content and SSI skills.” Our findings point to the importance of these aspects of PCK development for SSI teaching. We argue that when professional development programs and curriculum materials focus on developing these aspects, they will contribute to strong PCK development for SSI teaching. The findings regarding the development in the components of PCK for SSI provide compelling evidence that science teachers can develop aspects of their PCK for SSI with the use of a single module. Most of the teachers developed their knowledge about students' understanding of science and instructional strategies. The recognition of student difficulties made the teacher consider specific teaching strategies which are in line with the learning objectives. There is an evident link between the development of PCK in instructional strategies and students' understanding of science for SSI teaching.en_US
dc.language.isoengen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleScience teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materialsen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2019 The Authors. Journal of Research in Science Teaching published by Wiley Periodicals, Inc.en_US
dc.source.pagenumber1207-1233en_US
dc.source.journalJournal of Research in Science Teachingen_US
dc.identifier.doi10.1002/tea.21550
dc.identifier.cristin1739922
dc.relation.projectEC/FP7/612269en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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