한국지구과학회지 (Journal of the Korean earth science society)

  • 제32권5호
  • /
  • Pages.494-503
  • /
  • 2011
  • /
  • 1225-6692(pISSN)
  • /
  • 2287-4518(eISSN)
한국지구과학회 (The Korean Earth Science Society)
권호 표지
DOI QR코드

DOI QR Code

A Review of Teachers' Pedagogical Content Knowledge and Subject Matter Knowledge for Teaching Earth System Concepts

  • Roehrig, Gillian H. (Department of Curriculum and Instruction, University of Minnesota) ;
  • Nam, Youn-Kyeong (Department of Curriculum and Instruction, University of Minnesota)
  • 투고 : 2011.07.04
  • 심사 : 2011.09.15
  • 발행 : 2011.09.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

During the last three decades, earth science has been re-conceptualized as an interdisciplinary discipline entitled Earth System Science (ESS), which is based on knowledge of the physical earth system and human impact on the earth. While there is increasing effort to teach earth as a system in K-12 education, teachers' preparedness of to teach earth system is still in its infancy. This article focuses on reviewing the literature of teachers' knowledge of earth systems and of how teachers' knowledge of subject matter affects their teaching practice and pedagogical content knowledge (PCK). First, the study investigated a literature of PCK in general as well as in science teaching. Then this study duscuss what teachers' subject matter knowledge (SMK) is and what it means to be in teaching earth system science. Third, a literature of teachers' knowledge of earth system was reviewed. Finally, a number of suggestions and implications are made as to what teacher education program should do to better prepare future teachers to teach earth systems.

키워드

참고문헌

  1. Abd-El-Khalick, F., 2006, Preservice and experienced biology teachers' global and specific subject matter structures: Implications for conceptions of pedagogical content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 2, 1-29.
  2. Abell, S.K., 2007, Research on science teacher knowledge. In Abell, S.K. and Lederman, N.G. (eds.), Handbook of research on science education. Lawrence Erlbaum Mahwah, NJ, USA, 1105-1149.
  3. Adams, P.E. and Krockover, G.H., 1997, Beginning science teacher cognition and its origins in the preservice secondary science teacher program. Journal of Research in Science Teaching, 34, 633-653. https://doi.org/10.1002/(SICI)1098-2736(199708)34:6<633::AID-TEA6>3.0.CO;2-O
  4. America Association for the Advancement of Science, 1993, Benchmarks for science literacy. Oxford University Press, NY, USA, 400 p.
  5. Atwood, R.K. and Atwood, V.A., 1996, Preservice elementary teachers' conceptions of the causes of seasons. Journal of Research in Science Teaching, 33, 553-563. https://doi.org/10.1002/(SICI)1098-2736(199605)33:5<553::AID-TEA6>3.0.CO;2-Q
  6. Ball, D.L., Thames, M.H., and Phelps, G., 2008, Content Knowledge for teaching: What Makes It Special? Journal of Teacher Education, 59, 389-407. https://doi.org/10.1177/0022487108324554
  7. Ball, D.L., 2000, Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51, 241-247. https://doi.org/10.1177/0022487100051003013
  8. Barba, R.H. and Rubba, P.A., 1992, A comparison of preservice and inservice earth and space science teachers' general mental abilities, content knowledge, and problemsolving skills. Journal of Research in Science Teaching, 29, 1021-1035. https://doi.org/10.1002/tea.3660291003
  9. Barnett, J. and Hodson, D., 2001, Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know. Science Education, 85, 426-453. https://doi.org/10.1002/sce.1017
  10. Boyes, E., 1995, Trainee primary teachers' ideas about the ozone layer. Environmental Education Research, 1, 133-145. https://doi.org/10.1080/1350462950010201
  11. Brickhouse, N.W., 1990, Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41, 53-62. https://doi.org/10.1177/002248719004100307
  12. Broko, H. and Putman, R., 1996, Learning to teach. In Berliner, D. and Calfee, R. (eds), Handbook of educational psychology. Macmillan, NY, USA, 673-708.
  13. Carlsen, W., 1991, Subject-matter knowledge and science teaching: A pragmatic perspective. Advances in Research on Teaching, 2, 115-143.
  14. Carlson, R.E., 1990, Assessing teachers' pedagogical content knowledge: Item development issues. Journal of Personnel Evaluation in Education, 4, 157-163. https://doi.org/10.1007/BF00126124
  15. Chung, D., 2011, The effects of prior knowledge and development procedure to teaching materials developed by the pre-service earth science teachers-focused on the teaching materials in the schoolyard. Journal of Korean Earth Science Society, 32, 140-151. https://doi.org/10.5467/JKESS.2011.32.1.140
  16. Daehler, K.R. and Shinohara, M., 2001, A complete circuit is a complete circle: Exploring the potential of case materials and methods to develop teachers' content knowledge and pedagogical content knowledge of science. Research in Science Education, 31, 267-288. https://doi.org/10.1023/A:1013149329071
  17. Dahl, J., Anderson, S.W., and Libarkin, J.C., 2005, Digging into earth science: Alternative conceptions held by K-12 teachers. Journal of Science Education, 12, 65-68.
  18. Dobey, D.C. and Schafer, L.E., 1984, The effects of knowledge on elementary science inquiry teaching. Science Education, 68, 39-51. https://doi.org/10.1002/sce.3730680108
  19. Dove, J., 1996, Student teacher understanding of the greenhouse effect, ozone layer depletion, and acid rain. Environmental Education Research, 2, 89-100. https://doi.org/10.1080/1350462960020108
  20. Ekborg, M., 2003, How student teachers use scientific conceptions to discuss a complex environmental issue. Journal of Biological Education, 37, 126-132. https://doi.org/10.1080/00219266.2003.9655867
  21. Gess-Newsome, J., 2001, Secondary teachers' knowledge and beliefs about subject matter and their impact on instruction. In Gess-Newsome, J. and Lederman, N.G. (eds.), Examining pedagogical content knowledge; The construct and its implications for science education Dordrecht. Kluwer Academic Publishers, The Netherlands, 55-94.
  22. Gess-Newsome, J. and Lederman, N.G., 1993, Preservice biology teachers' knowledge structures as a function of professional teacher education: A year-long assessment. Science Education, 77, 25-45. https://doi.org/10.1002/sce.3730770103
  23. Grossman, P.L., 1990, The making of a teacher: Teacher knowledge and teacher education. Teachers College Press, Teachers College, Columbia University, USA, 185 p.
  24. Gudmundsdottir, S., 1990, Values in pedagogical content knowledge. Journal of Teacher Education, 41, 44-52. https://doi.org/10.1177/002248719004100306
  25. Hashweh, M.Z., 1987, Effects of subject-matter knowledge in the teaching of biology and physics. Teaching and Teacher Education, 3, 109-120. https://doi.org/10.1016/0742-051X(87)90012-6
  26. Hollon, R.E., Roth, K.J., and Anderson, C.W., 1991, Science teachers' conceptions of teaching and learning. In Brophy, J. (ed.), Advances in research on teaching (2nd ed.), JAI, Greenwich, CT, UK, 145-186.
  27. Hoffman, M. and Barstow, D., 2007, Revolutionizing earth system science education for the 21st century: Report and recommendations from a 50-state analysis of earth science education standards. National Oceanic and Atmospheric Administration. Washington, DC, USA, 59 p.
  28. Jeong, J. and Han, S., 2010, The Conceptions of Astronomical Distance of Elementary School Teachers. Journal of Korean Earth Science Society, 31, 827-838. https://doi.org/10.5467/JKESS.2010.31.7.827
  29. Johnson, D.R., Ruzek, M., and Kalb, M., 1997, What is earth system science? Paper presented at Remote Sensing- A Scientific Vision for Sustainable Development, 1997 IEEE International, 2, 688-691.
  30. Khalid, T., 2003, Pre-service high school teachers' perceptions of three environmental phenomena. Environmental Education Research, 9, 35-50. https://doi.org/10.1080/13504620303466
  31. Kikas, E., 2004, Teachers' conceptions and misconceptions concerning three natural phenomena. Journal of Research in Science Teaching, 41, 432-448. https://doi.org/10.1002/tea.20012
  32. 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, 51-71. https://doi.org/10.1016/S0742-051X(01)00050-6
  33. King, C.C., 2000, The earth's mantle is solid; Teachers' misconceptions about the earth and plate tectonics. The School Science Review, 82, 57-64.
  34. Lantz, O. and Kass, H., 1987, Chemistry teachers' functional paradigms. Science Education, 71, 117-134. https://doi.org/10.1002/sce.3730710114
  35. Lederman, N.G., GessNewsome, J., and Latz, M.S., 1994, The nature and development of preservice science teachers' conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31, 129-146. https://doi.org/10.1002/tea.3660310205
  36. Lederman, N.G. and Zeidler, D.L., 1987, Science teachers' conceptions of the nature of science: Do they really influence teaching behavior? Science Education, 71, 721-734. https://doi.org/10.1002/sce.3730710509
  37. Lederman, N.G., 1999, Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36, 916-929. https://doi.org/10.1002/(SICI)1098-2736(199910)36:8<916::AID-TEA2>3.0.CO;2-A
  38. Lederman, N.G., Gess-Newsome, J., and Latz, M.S., 1994, The nature and development of preservice science teachers' conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31, 129-146. https://doi.org/10.1002/tea.3660310205
  39. Lee, H., 2010, A Qualitative Case Study of an Exemplary Science Teacher's Earth Systems Education Experiences. Journal of Korean Earth Science Society, 31, 500-520. https://doi.org/10.5467/JKESS.2010.31.5.500
  40. Libarkin, J.C. and Anderson, S.W., 2005, Assessment of learning in entry-level geoscience courses: Results from the geoscience concept inventory. Journal of Geoscience Education, 53, 394-401. https://doi.org/10.5408/1089-9995-53.4.394
  41. Loughran, J., Milroy, P., Berry, A., Gunstone, R., and Mulhall, P., 2001, Documenting science teachers' pedagogical content knowledge through PaP-eRs. Research in Science Education, 31, 289-307. https://doi.org/10.1023/A:1013124409567
  42. Loughran, J., Mulhall, P., and Berry, A., 2004, In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41, 370- 391. https://doi.org/10.1002/tea.20007
  43. Magnusson, S., Krajcik, J., and Borko, H., 2001, Nature, sources and development of pedagogical content knowledge for science teaching. In Gess-Newsome, J. and Lederman, N.G. (eds.), Examining pedagogical content knowledge. Kluwer Academic Publishers, Boston, USA, 95-132.
  44. Peterson, R. and Treagust, D., 1995, Developing preservice teachers' pedagogical reasoning ability. Research in Science Education, 25, 291-305. https://doi.org/10.1007/BF02357403
  45. Rovegno, I.C., 1992, Learning to teach in a field-based methods course: The development of pedagogical content knowledge. Teaching and Teacher Education, 8, 69- 82. https://doi.org/10.1016/0742-051X(92)90041-Z
  46. Schoon, K.J., 1995, The origin and extent of alternative conceptions in the earth and space sciences: A survey of pre-service elementary teachers. Journal of Elementary Science Education, 7, 27-46. https://doi.org/10.1007/BF03173734
  47. Schoon, K.J. and Boone, W., 1998, Self-efficacy and alternative conceptions of science of preservice elementary teachers. Science Education, 82, 553-568. https://doi.org/10.1002/(SICI)1098-237X(199809)82:5<553::AID-SCE2>3.0.CO;2-8
  48. Shulman, L.S., 1986, Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
  49. Shulman, L.S., 1987, Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
  50. Sperandeo-Mineo, R., Fazio, C., and Tarantino, G., 2006, Pedagogical content knowledge development and preservice physics teacher education: A case study. Research in Science Education, 36, 235-268. https://doi.org/10.1007/s11165-005-9004-3
  51. Summers, M., Kruger, C., and Childs, A., 2001, Understanding the science of environmental issues: Development of a subject knowledge guide for primary teacher education. International Journal of Science Education, 23, 33-53. https://doi.org/10.1080/09500690116990
  52. Summers, M., Kruger, C., Childs, A., and Mant, J., 2000, Primary school teachers' understanding of environmental issues: An interview study. Environmental Education Research, 6, 293-312. https://doi.org/10.1080/713664700
  53. Suzuki, M., 2003, Conversations about the moon with prospective teachers in japan. Science Education, 87, 892- 910. https://doi.org/10.1002/sce.10082
  54. Trend, R., 2000, Conceptions of geological time among primary teacher trainees, with reference to their engagement with geoscience, history, and science. International Journal of Science Education, 22, 539-555. https://doi.org/10.1080/095006900289778
  55. Trend, R., 2001, Deep time framework: A preliminary study of U.K. primary teachers' conceptions of geological time and perceptions of geoscience. Journal of Research in Science Teaching, 38, 191-221. https://doi.org/10.1002/1098-2736(200102)38:2<191::AID-TEA1003>3.0.CO;2-C
  56. Trundle, K.C., Atwood, R.K., and Christopher, J.E., 2002, Preservice elementary teachers' conceptions of moon phases before and after instruction. Journal of Research in Science Teaching, 39, 633-658. https://doi.org/10.1002/tea.10039
  57. van Der Valk, T. and Broekman, H., 1999, The lesson preparation method: A way of investigating pre-service teachers' pedagogical content knowledge. European Journal of Teacher Education, 22, 11-22. https://doi.org/10.1080/0261976990220102
  58. van Driel, J.H., Verloop, N., and de Vos, W., 1998, Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 35, 673-695. https://doi.org/10.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J
  59. Van Driel, J.H., Jong, O.D., and Verloop, N., 2002, The development of preservice chemistry teachers' pedagogical content knowledge. Science Education, 86, 572-590. https://doi.org/10.1002/sce.10010
  60. Veal, W.R., van Driel, J., and Hulshof, H., 2001, PCK: How teachers transform subject matter knowledge. International Journal of Leadership in Education, 4, 285-291. https://doi.org/10.1080/13603120110042781

피인용 문헌

  1. An Analysis of the Change of Secondary Earth Science Teachers’ Knowledge about the East Sea’s Currents through Drawing Schematic Current Maps vol.36, pp.3, 2015, https://doi.org/10.5467/JKESS.2015.36.3.258