• Title/Summary/Keyword: PCK progression

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Exploring Topic-Specific PCK Progression for Elementary Teachers Instruction of Astronomy: Focusing on the Topic of Planet Size and Distance in Solar System (천문 수업에 대한 초등 교사의 주제-특이적 PCK 발달과정 탐색 -태양계 행성의 크기와 거리 주제를 중심으로-)

  • Lee, Kiyoung;Lee, Jeong-A
    • Journal of The Korean Association For Science Education
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    • v.36 no.4
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    • pp.629-641
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    • 2016
  • Understanding of how teachers change instruction can help predict what kind of educational materials is supportive or appropriate. On the basis of this idea, we explored elementary teachers' PCK progression on specific topics of astronomy: planet size and distance in solar system. To identify the development of PCK over time, we utilized learning progression (LP) as a conceptual framework. The progression of teacher PCK can also be illustrated as the hypothetical pathway from novice to expert like LP. Eight 5th grade elementary teachers participated in this study. We observed participating teachers' astronomy classes with the same topic. In order to document topic-specific PCK of participating teachers, we developed an analytic protocol consisting of four categories: knowledge of curriculum, knowledge of teaching strategies, knowledge of assessment, and astronomical thinking practice. In addition, we monitored the changes in the four participating teachers' PCK for two years in order to validate the evidences of the PCK progression. Participating teachers in this study took some intervention by attending a four-week pre-meeting with the researchers to profile an adaptive instruction. Through this research, we profiled four and five different levels of PCK progressions in three knowledge components (curriculum, teaching strategies, student assessment) and one astronomical thinking practice (systems thinking), respectively. Participating teachers demonstrated various levels and pathways in each component of PCK. This study released the empirical evidences in fostering instructional scaffolding, which is appropriate to the level of PCK of science teachers on specific topic.

A Case Study for Exploring Topic-Specific PCK Progression on Elementary Teachers' Instruction of 'Earth Revolution' (지구 공전에 대한 초등 교사들의 주제-특이적 PCK 발달과정 탐색을 위한 사례 연구)

  • Lee, Jeong-A;Lee, Kiyoung
    • Journal of Korean Elementary Science Education
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    • v.36 no.4
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    • pp.405-427
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    • 2017
  • This study aims to describe various teaching cases about 'earth revolution' in terms of PCK; knowledge of curriculum, knowledge of teaching strategies and knowledge of assessment. Based on these various cases we suggested PCK progressions about 'earth revolution'. For these, we recorded 'solar system and star' classes of nine elementary school teachers' in Kangwon, Gyeonggi, Gwangju, and Seoul. We adopted Lee & Lee (2016)'s topic-specific PCK framework to analyze the classes. As results, we suggested topic-specific PCK progression about 'earth revolution'. The results showed the upper anchor of the earth revolution class were exploring the reason of the change of constellation, finding the tendency of constellation change. These teachings were carried by the teachers' adaptive strategies. The upper anchor of the assessment was monitoring students' understanding during the whole class. The PCK progression about 'earth revolution' could help the teachers plan the earth revolution class, and reflect their own teachings.

Exploring a Learning Progression for Integrated Process Skills in Earth Science Inquiry (지구과학 탐구에서 통합 탐구 기능에 대한 학습발달과정 탐색)

  • Lee, Kiyoung;Park, Jaeyong
    • Journal of the Korean earth science society
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    • v.38 no.3
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    • pp.222-238
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    • 2017
  • The purpose of this study is to explore a learning progression for integrated process skills in Earth science inquiry. For the purpose, a hypothetical learning progression (HLP) that capture how students' integrated process skills of science become sophisticated over time is developed through the literature review. This learning progression contains four components of the integrated process skills of science: designing inquiry, collecting data, analyzing data, and forming conclusion. Three hypothetico-deductive inquiry tasks of Earth science that start from recognition of the given problem to the forming conclusion are developed in order to document students' integrated process skills. A total of 126 students from middle, high, college level students participated in this study. After conducting the Earth science inquiry tasks, the integrated process skills of individual students are assessed by element based on HLP. In addition, the validation process for HLP was administered by applying the Rasch model using the students' assessment data. Finally, based on the analyzed data, the empirical learning progression (ELP) is developed by revising and supplementing the HLP. This study can help to find scaffolding methods to effectively improve the students' integrated process skills in Earth science inquiry class by identifying the factors that affect students' development of integrated process skills. It also provide implications for improving teachers' PCK of Earth science inquiry instruction.

Pre-Service Teachers' Understandings on Earth Science Concept needed for an Integrated Approach: Exploring Mental Models about Eclipse Phenomena by Analyzing Phenomenological Primitives and Facets (통합적 접근이 필요한 지구과학 개념에 대한 예비 교사의 이해: 현상론적 초안과 국면 분석을 통한 식 현상에 대한 정신모형 탐색)

  • Lee, Ki-Young
    • Journal of the Korean earth science society
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    • v.29 no.4
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    • pp.352-362
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    • 2008
  • This study explored pre-service teachers' mental models about eclipse phenomena to investigate their understandings on the earth science concept needed f3r an integrated approach. We conducted in-depth interviews with two different contexts on 30 secondary and 36 primary pre-service teachers participants, and analyzed phenomenological primitives (p-prims) and facets of causal explanations about eclipses. Based on this study, we identified four different levels of mental models about eclipses. Four mental models were categorized as (1) Screening model, (2) Orbital plane model, (3) Hybrid model, and (4) Shadow cast model. Screening model is a flawed mental model, orbital plane model is an incomplete correct mental model, and shadow cast model is a scientifically correct mental model. Hybrid model, composite of two or more mental models, use multiple mental models simultaneously. Orbital plane model was the most widespread mental model in secondary pre-service teachers group, whereas screening model was used frequently in primary group. It was found that the level of mental model could be determined by the level of facet and p-prims. We confirmed context sensitivity of the mental models and perceived the necessity of integrated approaches to promote progression of mental models. Implications of our findings for enhancing pre-service science teachers' topic-specific pedagogical content knowledge (PCK) associated with eclipse phenomena are also discussed here.