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

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Onuma Phankhat


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.


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