Development of biology student teachers’ pedagogical content knowledge using the case study learning model

Main Article Content

Onuma Phankhat

Abstract

This research focused on developing biology student teachers’ pedagogical content knowledge (PCK) by using the case study learning model. The research objectives were (1) to investigate learning situation during the implementation of the model, (2) to compare the student teachers’ understanding of PCK before and after using the model, and (3) to analyze the case studies to reflect the effect of the application of the model in one semester. The research participants were 27 biology student teachers selected by the purposive sampling method. The development of PCK through the case study learning model consisted of 3 components that were (1) case studies--providing lesson plan and micro teaching information, (2) the case study process, and (3) the application of PCK conceptual framework process. The research instruments consisted of (1) a PCK understanding assessment form which was based on the lesson plan and micro teaching performances—its content was validated by 15 science education experts (IOC = 0.87-1.00) and Cronbach’ s alpha reliability coefficient of the criteria was 0.97—and (2) participation observation form and informal interview form. The data were analyzed by using mean, standard deviation, paired sample t test and content analysis. The results of this research were that during implementation of the model, the biology student teachers were able to establish their own understanding of PCK and using it as a framework to analyze the strengths and weaknesses of the 4 cases by themselves. Additionally, the data from the PCK understanding assessment form revealed that, before using the model, the biology student teachers’ PCK was at a middle level, and after using the mode l, their PCK was at a very high level. The post-test average score was higher than that of pre-test at a significant level .05. The model enhanced biology student teachers to construct their own PCK framework through the 4 cases–based discussion and analysis. Also, the student teachers can utilize the PCK framework as a guideline for designing their own biology lesson plans and implementation of micro teaching.

Downloads

Download data is not yet available.

Article Details

Section
บทความวิจัย (Research Articles)

References

Aquino, A. B. (2015). Self-Efficacy on Technological, Pedagogical and Content Knowledge (TPACK) of Biological Science Pre-service Teachers. Asia Pacific Journal of Multidisciplinary Research, 3(4): 151-157.

Aydin, S., & Boz, Y. (2013). The Nature of Integration Among PCK Components: A Case Study of Two Experienced Chemistry Teachers. Chemistry Education Research and Practice, 14(4): 615-624.

Beyer, C. J., & Davis, E. A. (2012). Developing Preservice Elementary Teachers’ Pedagogical Design Capacity for Reformâ Based Curriculum Design. Curriculum Inquiry, 42(3): 386-413.

Bilici, S. C., Guzey, S. S., & Yamak, H. (2016). Assessing Pre-service Science Teachers’ Technological Pedagogical Content Knowledge (TPACK) through Observations and Lesson Plans. Research in Science & Technological Education. 34(2): 237.

Buaraphan, Khajornsak, Roadrangka, Vantipa, & Srisukvatananan, Pawinee. (2007). Development and Exploration of Preservice Physics Teachers’ Pedagogical Content Knowledge: From a Methods Course to Teaching Practice (การพัฒนาและการสำรวจความรู้ในเนื้อหาผนวกวิธีการสอนของนักศึกษาครูวิชาเอกฟิสิกส์ : จากวิชาวิธีการสอนสู่การฝึกประสบการณ์วิชาชีพครู). Proceedings of 45th Kasetsart University Annual Conference: Education, Economics and Business Administration and Humanities and Social Sciences, (pp. 302-314). Bangkok: Kasetsart University.

Cetin-Dindar, A., Boz, Y., Sonmez, D. Y., & Celep, N. D. (2018). Development of Pre-service Chemistry Teachers’ Technological Pedagogical Content Knowledge. Chemistry Education Research and Practice, 19(1): 167-183.

Chatmaneerungcharoen, Siriwan, Yutakom, Naruemon, Phanwichien, Kantimanee, & Erickson, Gaalen. (2010). Grounded Theory of Highly Regarded High Elementary Science Teachers’ PCK by Interpretive Case Study (ทฤษฎีรากฐานของความรู้เนื้อหาผนวกวิธีสอนของครูวิทยาศาสตร์ระดับประถมศึกษาตอนปลายโดยใช้รูปแบบกรณีศึกษาเชิงตีความ). KKU Research Journal, 15(10): 998-1014.

Deng, F., Chai, C. S., So, H-J., Qian, Y., & Chen, L. (2017). Examining the Validity of the Technological Pedagogical Content Knowledge (TPACK) Framework for Preservice Chemistry Teachers. Australasian Journal of Educational Technology, 33(3): 1-14.

Eick, C. J. (2000). Inquiry, Nature of Science, and Evolution: The Need for a more Complex Pedagogical Content Knowledge in Science Teaching. Electric Journal of Science Education, 4(3): 1-8.

Erickson, F. (1986). Qualitative Methods in Research on Teaching. In M. C. Wittrock (Ed.), The Handbook of Research on Teaching, (pp. 119-161). New York, NY: MacMillan.

Faikhamta, Chatree. (2012). Pedagogical Content Knowledge for Teaching Science Teachers: Current Issues for Science Teacher Educators (ความรู้ในเนื้อหาผนวกวิธีสอนเพื่อสอนครูวิทยาศาสตร์ : ประเด็นปัจจุบันที่ครูของครูวิทยาศาสตร์ควรทราบ). Journal of Education, Prince of Songkla University, Pattani Campus, 23(2): 1-19.

Flyvbjerg, B. (2011). Case Study. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research 4th edition, (pp. 301-316). Thousand Oaks: CA: Sage Publication, Inc.

Geddis, A. N., & Wood, E. (1997). Transforming Subject Matter and Managing Dilemmas: A Case Study in Teacher Education. Teaching and Teacher Education, 13(6): 611-626.

Grossman, P. L. (1989). A Study in Contrast: Sources of Pedagogical Content Knowledge for Secondary English. Journal of Teacher Education, 40(5): 24-31.

Jang, S-J. (2010). Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers. Computers & Education, 55(4): 1744-1751.

Jang, S-J., & Chen, K-C. (2010). From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers. Journal of Science Education and Technology, 19(6): 553-564.

Kafyulilo, A., Fisser, P., & Voogt, J. (2013). TPACK development in teacher design teams: Assessing the teachers’ perceived and observed knowledge. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference, (pp. 4698-4703). New Orleans, Louisiana: Association for the Advancement of Computing in Education.

Kartal, T., Ozturk, N., & Ekici, G. (2012). Developing Pedagogical Content Knowledge in Preservice Science Teachers through Microteaching Lesson Study. Procedia - Social and Behavioral Sciences, 46: 2753-2758.

Kasemsukpipat, Wandee. (2016). The Readiness in Mathematics Pedagogical Content Knowledge of Pre-Service Teachers (ความพร้อมด้านความรู้ในเนื้อหาผนวกวิธีสอนทางคณิตศาสตร์ของนักศึกษาครู). Journal of Kasetsart Educational Review, 31(3): 144-152.

Kinach, B. M. (2002). A Cognitive Strategy for Developing Pedagogical Content Knowledge in the Secondary Mathematics Methods Course: Toward a Model of Effective Practice. Teaching and Teacher Education, 18(1): 51-71.

Kleinfeld. J. (1992). Learning to Think Like a Teacher. In J. H. Shulmam (Ed.), Case Methods in Teacher Education, (pp. 34-49). New York, NY: Teacher College Press.

Koehler, M. J., & Mishra, P. (2009). What Is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1): 60-70.

Lee, K. S., Summers, E. J., & Garza, R. (2009). Effects of Case-based Learning on Preservice Teachers’ Multicultural Attitudes: A Mixed Methods Study. Academic Leadership: The Online Journal, 7(1): 15.

Levin, B. B. (1995). Using The Case Method in Teacher Education: The Role of Discussion and Experience in Teacher’ Thinking about Cases. Teaching and Teacher Education, 11(1): 63-79.

Liang, J., Chai, C., & Koh, J. (2013). Surveying In-Service Preschool Teachers’ Technological Pedagogical Content Knowledge. Australasian Journal of Educational Technology, 29(4): 581-594.

Lin, T-C., Tsai, C-C., Chai, C. S., & Lee, M. H. (2013). Identifying Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK). Journal of Science Education and Technology, 22(3): 325-336.

Lowery, N. V. (2002). Construction of Teacher Knowledge in Context: Preparing Elementary Teachers to Teach Mathematics and Science. School Science and Mathematics, 102(2): 68-83.

Magnusson, S., Krajcik, J. S., & Borko, H. (1999). Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching. In J. Gess-Newsome, & N. G. Lederman (Eds.), Examining Pedagogical Content Knowledge, (pp.95-132). Dordrecht: Springer.

Marks, R. (1990). Pedagogical Content Knowledge: From a Mathematical Case to a Modified Conception. Journal of Teacher Education, 41(3): 3-11.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Integrating Teachology in Teacher Knowledge. Teachers College Record, 108(6): 1017-1054.

Mostert, M. P. (2007). Challenges of Case-based Teaching. The Behavior Analyst Today, 8(4): 434-442.

Neuman, W. L. (2003). Social Research Methods: Qualitative and Quantitative Approaches (5th ed.). Boston: Allyn and Bacon.

Phankhat, Onuma, Kruea-In, Nantarat, & Wannagatesiri, Tussatrin. (2020). Development of Technological Pedagogical Biology Content Knowledge (TPACBIOK) Criteria of Biology Student Teachers (การพัฒนาเกณฑ์การประเมินความรู้ในเนื้อหาชีววิทยาผนวกวิธีการสอนและเทคโนโลยีสำหรับนักศึกษาครูชีววิทยา). Journal of Education Prince of Songkla University, Pattani Campus, 31(3): 15-28.

Piaget, J. (1932). The Moral Judgment of the Child. New York, NY: Free Press.

Rovegno, I., & Dolly, J. (2006). Constructivist Perspectives on Learning. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The Handbook of Physical Education, (p. 242). Thousand Oaks, California: SAGE Publications Ltd.

Schmidt, D. A., Thompson, A. D. P., Mishra, M., Koehler, J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of An Assessment Instrument for Preservice Teacher. Journal of Research on Teachnology in Education, 42(2): 123-149.

Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2): 4-14.

Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Education Review, 57(1): 1-23.

Stump, S. L. (2001). Developing Preservice Teachers’ Pedagogical Content Knowledge of Slope. Journal of Mathematical Behavior, 20(2): 207-227.

Sykes, G., & Bird, T. (1992). Teacher Education and the Case Idea. Review of Research in Education, 18(1992): 457-251.

Tasar, M. F., & Timur, B. (2012). Developing Technological Pedagogical Content Knowledge in Pre-service Science Teachers through Microteaching via Inquiry Based Interactive Physics Computer Animations. GIREP-ICPE-MPTL Conference, XXXIII (2): 81-87.

Teacher Professional Development Institute. (2019). An Announcement from Teacher Professional Development Institute (ประกาศคณะกรรมการดำเนินงานของสถาบันคุรุพัฒนา). [Online]. Retrieved March 21, 2022 from https://www.ksp.or.th/ksp2018/2019/05/4475/

van Dijk, E. M., & Kattmann, U. (2007). A Research Model for the Study of Science Teachers’ PCK and Improving Teacher Education. Teaching and Teacher Education, 23(6): 885-897.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.