Lecture 3 A.pptx
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1. The document defines PCK as the blending of content and pedagogy knowledge into an understanding of how to organize and adapt subject matter for diverse learners. It also discusses different categories of teacher knowledge including content knowledge, pedagogical knowledge, and knowledge of learners. 2. PCK is important for effective teaching as it allows teachers to identify difficult concepts, plan instruction, and acquire new teaching strategies. Having PCK enables teachers to represent knowledge in ways that make it comprehensible for learners. 3. PCK differs from content knowledge in that it represents the transformation of content into teaching practice tailored to specific learners and topics. The document emphasizes the role of PCK in science teaching.
Lecture 3 A.pptx
- 1. Outcomes: • At the end of this session, students must be able to, Define PCK Discuss different teacher knowledge categories Explain the relationship between the learners’ learning styles and PCK
- 2. Class activity Who will make a better science teacher? 1. MSc graduate with strong content knowledge and laboratory research experience, but little teaching experience OR 2. Graduate with an undergraduate education qualification and many years science teaching experience
- 3. Teacher Knowledge LET’S DISCUSS: What is PCK? 01 Why is PCK important? 02 How does it differ from CK? 03 Give examples? 04
- 5. WHAT MAKES UP THE TEACHER’S PCK?
- 6. WHAT IS PEDAGOGICAL KNOWLEDGE?
- 7. Pedagogy
- 8. Content knowledge • Refers to the knowledge of meaningful and related structures of discipline, substantive knowledge to the global structures or principles of conceptual organization of a discipline. • It includes knowledge of facts, concepts, and principles within a content area and knowledge of the relationships between them (Ramnarain & Fortus, 2013. p4)
- 10. Shulman’s knowledge base categories Content knowledge;-‘the amount and organisation of knowledge per se in the mind of the teacher’ General pedagogical knowledge;-“broad principles and strategies of classroom management and organisation that appear to transcend subject matter” such knowledge includes ways of maintaining appropriate discipline, using class time efficiently, and communicating instructions and expectations clearly Curriculum knowledge;-materials from which the teacher draws those tools of teaching that present or exemplify particular content and remediate or evaluate the adequacy of student accomplishments” Pedagogical content knowledge;-SMK for teaching”
- 11. Cont. Knowledge of learners- the prior knowledge of the learners, formulate representations that link with their interests and possess an understanding of their diverse abilities and ways of learning. 05 •Knowledge of educational contexts- “the workings of the group or classroom, the governance and financing of school districts, to the character and communities of culture” 06 •Knowledge of educational ends, purposes and values- draws on values and purposes of education that communities possess. It also takes into account the effect of the historical background of the school or learning. 07
- 12. PCK It represents the blending/transformation of content and pedagogy into an understanding of how particular topics, problems, or issues are organised, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction. •. . . the most useful forms of representation of those ideas, the most powerful analogies, illustrations, examples, explanations, and demonstrations–in a word, the ways of representing and formulating the subject that make it comprehensible to others.
- 13. HOW DO WE ENHANCE LEARNER ENGAGEMENT?
- 14. Through catering for various learning styles…
- 15. Importance of PCK in science teaching PCK is essential for effective teaching, science teaching included (Abell, 2007; Loughran et al., 2012). Enables science teacher to determine aspects of particular topics that are most difficult for learners to understand (Shulman,1986;1987). Plays a vital role in the planning of the subject matter to be taught and learnt (Clermont, Krajcik, & Borko, 1993; Smith & Neale, 1989; Van Driel, Verloop, & De Vos, 1998). Shapes the teachers’ acquisition of new instructional approaches and strategies (Borko & Putnam, 1996; Smith & Neale, 1989) and in the process influences the learning process (Carpenter, Fennema, Peterson, & Carey, 1988).
- 16. Continuity……. Because PCK is subject and topic specific, teachers develop appropriate knowledge to teach the content in a particular way (Hashweh, 2005). Therefore PCK enables teachers to understand alternative ways of representing knowledge so that it becomes more comprehensible to the learners (Botha & Reddy, 2011). Enables teachers to identify analogies, metaphors, examples, similes, demonstrations, simulations, manipulations and the most effective communication strategies suitable for learners of particular background to understand. Enables teachers to use suitable language, behaviour and explanations, to make appropriate decisions in a particular science classroom setting.
- 17. Next lecture Pedagogical representations: Discussion forums • Homework Prep task: Homework Task: • Based on this YouTube video: https://www.youtube.com/watch?v=nhuxzE016oU 1. Summarise the teaching strategies that are discussed in this video 2. Select a Physical Sciences topic (Grade 10) and illustrate how you would teach it using one of the above-mentioned teaching strategies. Provide an explanation on why the selected strategy is deemed suitable for use in teaching that particular topic of your choice.