Development of The Framework for Earth Science Teacher’s Pedagogical Content Knowledge Framework
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Abstract
The purpose of this research is to developa framework for Earth Science teachers’ Pedagogical Content Knowledge (PCK) in teaching Earth Science. The study followed a documentary research approach consisting of two phases. Phase 1 (Preliminary data analysis) focused on examining the foundational PCK and instructional practices of Earth science teachers. Phase 2 (Framework Development) involved creating the framework for Earth Science Teachers’ Pedagogical Content Knowledge. Research tools included a document analysis form and an expert assessment form to evaluate the quality of the framework. Data analysis incorporated content analysis from the document review and a quality assessment of the framework.
The findings revealed that the framework for Earth Science Teachers’ Pedagogical Content Knowledgecomprises four key components: knowledge of assessment for Earth Science instruction, knowledge ofthe curriculum for Earth Science instruction, knowledge of instructional strategies and representation in Earth Science, and knowledge of students’ understanding in Earth Science instruction. These components align with the framework for Pedagogical Content Knowledge for Science teaching, as proposed by Magnusson et al. (1999), which also includes knowledge and beliefs about assessment in science, knowledge and beliefs about science curriculum, knowledge and beliefs about instructional strategies for teaching science, and knowledge and beliefs about students’ understanding of specific science topics. However, the framework for Earth Science Teachers’ Pedagogical Content Knowledge differs in one component: orientations toward science teaching. This framework does not consider the teachers' affective domain as part of the components of Earth ScienceTeachers’ Pedagogical Content Knowledge. Instead, the decision-making process can be inferredfrom the other components.
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