The Importance of Field Trips in Science Education

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Elementary Teachers' Science Background and Its Impact on Their Science
Teaching
Article in Acta Scientiae · April 2024
DOI: 10.17648/acta.scientiae.7889
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ISSN: 2178-7727
DOI: 10.17648/acta.scientiae.7889
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Acta Sci. (Canoas), 26(1), 205-232, Jan./Feb. 2024
Elementary Teachers’ Science Background and Its
Impact on Their Science Teaching
Arifin Septiyanto a
Ari Widodo a
Eka Cahya Prima a
a
Universitas Pendidikan Indonesia, Department of Science Education, Bandung, Indonesia
Received for publication 23 Aug. 2023. Accepted after review 15 Dec. 2023
Designated editor: Renato P. dos Santos
ABSTRACT
Background: Mastery of science content is crucial to effectively convey
information, foster understanding, and inspire curiosity among students. Teachers'
lack of understanding of science content will also impact the implementation of
science learning in the classroom, especially on student understanding. Objectives:
The study determines the depth of the concept and level of science content knowledge
of elementary school teachers regarding their science backgrounds. Design: This
research is qualitative research with a case study design. Setting and Participants:
The participants in this study were four teachers with different science backgrounds
who volunteered to be the subject of research. Data collection and analysis: The data
were analyzed descriptively by combining all sources. In the first stage, researchers
analyzed the learning video using video analysis techniques and the concept-depth
observation sheet. Source triangulation was then carried out by interviewing four
elementary school teachers. The data sources for this research are observation sheets,
video recordings, and interview results. Results: The results showed that the science
background of elementary school teachers does not affect the depth of concepts that
teachers teach or the level of competence in content knowledge (CK) of science
teachers. Conclusions: The learning process during the teaching experience better
describes the extent of the depth of concepts and the level of competence in content
knowledge (CK) of science teachers. This research implies that elementary school
teachers need the importance of lifelong learning concepts and professional
development in teaching science in the classroom.
Keywords: The depth of science concept; Science background; Elementary
teachers ;

Acta Sci. (Canoas), 26(1), 205-232, Jan./Feb. 2024 206
Formação em Ciências de Professores do Ensino Fundamental e seu Impacto no
Ensino de Ciências
RESUMO
Contexto: O domínio do conteúdo de ciências é fundamental para transmitir
informações de forma eficaz, promover a compreensão e inspirar a curiosidade dos
alunos. A falta de compreensão do conteúdo de ciências por parte dos professores
também afetará a implementação do aprendizado de ciências em sala de aula,
especialmente a compreensão dos alunos. Objetivos: O estudo determina a
profundidade do conceito e o nível de conhecimento do conteúdo de ciências dos
professores do ensino fundamental com relação à sua formação em ciências. Design:
Esta pesquisa é qualitativa com um projeto de estudo de caso. Ambiente e
participantes: Os participantes deste estudo foram quatro professores com diferentes
formações em ciências que se ofereceram como voluntários para serem sujeitos da
pesquisa. Coleta e análise de dados: Os dados foram analisados descritivamente por
meio da combinação de todas as fontes. Na primeira etapa, os pesquisadores
analisaram o vídeo de aprendizagem usando técnicas de análise de vídeo e a planilha
de observação em profundidade do conceito. Em seguida, a triangulação das fontes
foi realizada por meio de entrevistas com quatro professores do ensino fundamental.
As fontes de dados para esta pesquisa são as folhas de observação, as gravações de
vídeo e os resultados das entrevistas. Resultados: Os resultados mostraram que o
histórico de ciências dos professores do ensino fundamental não afeta a profundidade
dos conceitos que os professores ensinam nem o nível de competência em
conhecimento de conteúdo (CK) dos professores de ciências. Conclusões: O processo
de aprendizado durante a experiência de ensino descreve melhor a extensão da
profundidade dos conceitos e o nível de competência no conhecimento do conteúdo
(CK) dos professores de ciências. Esta pesquisa implica que os professores do ensino
fundamental precisam da importância dos conceitos de aprendizagem ao longo da
vida e do desenvolvimento profissional no ensino de ciências em sala de aula.
Palavras-chave: Profundidade do conceito de ciência; Formação científica;
Professores do ensino fundamental.
INTRODUCTION
During the learning process, one thing that must be considered is the
depth and coverage of the scientific content that the teacher will present. The
depth and coverage of science content in schools are related to the teacher's
ability to master science concepts(Laelandi et al., 2022). Moreover, the depth
of science material taught results from integrating the teacher's knowledge
and the material's content(Evens et al., 2018). The integration process is
crucial for the success of the learning process(Susanto et al., 2020). The
depth of material in the science learning process cannot be separated from the

207 Acta Sci. (Canoas), 26(1), 205-232, Jan./Feb. 2024
teacher's ability to design the learning process well. A good learning process
can later improve students' mastery of concepts and scientific attitudes(Mesci
et al., 2020). Therefore, a good teacher can conceptualize science material in
a planned manner.
One of the science learning objectives is teaching science content,
which is the result of science products(Iwuanyanwu, 2019; Soysal, 2022;
Taber, 2013). Science content is essential to be taught to students so that they
have experiences about nature and phenomena that occur (Baptista & Molina-
Andrade, 2021). In general, science content differs in its level of abstractness,
the use of terminology, complexity, and the interconnectedness of the
material in it (Anam et al., 2017, 2020). Starting from that, teachers should
understand the characteristics of the material so that they can design and
implement learning according to the material being taught. However, several
studies have found that elementary school teachers need more understanding
of science content. A teacher who needs understand the content cannot
provide quality lessons (Rollnick, 2017). Based on interviews with
elementary school teachers, the cause of the difficulty in understanding
science concepts in schools is that science contains many abstract concepts,
mathematical equations, and images that are difficult to explain physically. It
will lower elementary school teachers' confidence and ultimately hamper
learning (Amy Catalano et al., 2019; Harlen & Holroyd, 1997; Nikolopoulou
& Tsimperidis, 2023; Rahayu & Osman, 2019).
According previous studies, teachers' content mastery can influence
the science learning process in the classroom (Damavandi & Kashani, 2010;
Kamamia et al., 2014; Muttaqiin et al., 2021). Teachers' mastery of content
knowledge provides an overview of how a given group of teachers
conceptualizes the content of a particular subject matter or topic (Akinleye &
Mutiat, 2021). Mastery of science content allows teachers to organize
selected materials in good order when preparing lesson plans, think about
ideas and information related to the subject, and improve the quality of
teaching (Kamamia et al., 2014). Lack of mastery of science content will
limit teachers' ability to plan and deliver effective science instruction
(Heywood, 2007; Luera, 2005; Mundry, 2005; Parker & Heywood, 2000). As
a result, the learning process could not improve, and misconceptions occur in
students (Anam et al., 2017; Appleton, 2008).
Factors contributing to the lack of science content knowledge are that
teachers are less qualified to teach science at the primary school level
(Appleton, 2008; Atwood et al., 2010; Harlen & Holroyd, 1997; Krall et al.,

2009). This is because primary school teachers are classroom teachers and
have to teach many subjects where the content to be mastered covers all these
subjects. As a result, the science lessons content is only a small part of the
overall science concept. In addition, the problem of understanding the science
concepts of elementary school teachers is not only because teachers have to
teach many subjects but also because their educational backgrounds vary
greatly (Widodo et al., 2017). Indonesian law requires elementary school
teachers to have a bachelor's degree but also allows non-elementary teacher
education graduates to become elementary school teachers. Due to this
"relatively open" recruitment system, some primary school teachers do not
have strong science content. The worst-case scenario is that an elementary
school teacher may only teach science in school from elementary to junior
high.
Teachers' lack of understanding of science content will also impact
their pedagogical content knowledge (PCK) skills (Evens et al., 2018;
Rollnick, 2017; Susanto et al., 2020). Teachers cannot integrate their content
knowledge with their pedagogical skills. Although teachers have good
pedagogical knowledge, they cannot choose the right learning strategies
according to the material taught (Parker & Heywood, 2000). Thus, teachers
will only teach students according to their experience.
Based on what has been mentioned above, this study aims to
investigate the content knowledge of elementary school teachers in teaching
science based on the background of how much elementary school teachers
learn science content. The research questions that will be discussed include:
1. How does the role of school teachers' scientific backgrounds
affect the depth of science concepts?
2. How does an elementary school teacher's scientific background
affect the level of content knowledge (CK) competency of science
teachers?
THEORITICAL BACKGROUND
Mastery of Science Content
A concept is defined as something that can be accepted in the mind or
a general or abstract idea (Borghi et al., 2017). It was further explained that
science learning requires knowledge of the concepts contained in each lesson
unit. The concepts possessed by a person are the result of the learning process.
These concepts will become the basis for someone's thinking to solve

problems and find out things related to them (Mufida & Widodo, 2021). One
of the characteristics of effective science learning is the delivery of science
concepts in depth so that students are able to build knowledge from the
concepts they get (McConnell et al., 2013). Concepts are presented from easy
to difficult, and from concrete to abstract concepts. Hierarchy in conveying
concepts is a basic form of teaching concepts (Manrique et al., 2019). Then, in
terms of depth, it can be seen from the main concept as an introduction, the
existence of sub-concepts as support and explanation, to the linkages between
concepts and detailed sub-concepts (Rohmah et al., 2022). The number of
interrelated concepts and sub-concepts is also a measure of the depth of a
concept conveyed by the teacher. However, there are still teachers who have
difficulty conveying concepts due to their limited conceptual abilities
(Hashweh, 1987), so that the concepts conveyed are in accordance with the
teacher's abilities.
Understanding and mastering natural science concepts is crucial for
assessing success in learning. Concept mastery, seen as a cognitive ability,
plays a pivotal role in this evaluation. The effectiveness of this mastery is
achieved when students can simplify complex and abstract materials, making
them more accessible and interpretable in daily life (Baumfalk et al., 2019).
The correct mastery of science content not only ensures comprehension but
also sparks creativity among students (Cherif et al., 2016). Creative thinking
empowers students to generate innovative ideas and products that have
practical applications in their lives. It's important to note that the categories of
creative thinking among students can vary, influenced by their unique
experiences and knowledge base (Tu et al., 2018; Yalçın, 2022). In essence,
the ability to creatively apply and extend learned natural science concepts
reflects a deeper and more comprehensive understanding of the subject matter
(Wicaksono et al., 2020).
METHODOLOGY
Research Design
This study is qualitative research with an exploratory case study
design. This research investigates the depth and level of elementary school
teachers' content knowledge when teaching science in the classroom based on
their science background.

Participants
The participants in this study were four teachers with different
science backgrounds who voluntarily participated. The participants'
educational backgrounds are as follows:
 Teacher 1 is an elementary school teacher who graduated from
the Japanese Language Education Department. In high school, she
majored in social studies. Throughout her schooling, she
developed a strong affinity for language lessons, including
Japanese and other languages. Math, on the other hand, became
her least preferred subject due to the abundance of numbers
involved. Currently teaching sixth grade, she possesses 15 years
of teaching experience. It is noteworthy that she has not
encountered any science content since her high school education.
the Indonesian Language and Literature Education Department.
During his high school years, he pursued a science major.
However, his true passion lies in Indonesian lessons during his
school days. Physics, on the other hand, became his least favored
subject. Currently teaching fourth grade, he has gained five years
of teaching experience. It is worth noting that his exposure to
science content was solely limited to his high school education.
the Elementary Teacher Education Department. When he was in
high school, he majored in science. Then, when he was in school,
he liked chemistry. His least favorite subject is physics. Currently,
he teaches sixth grade and has accumulated three years of
teaching experience. In his role as an elementary school teacher,
he draws upon science content from his high school education all
the way through his fifth semester in college.
the Science Education Department. At the time of high school,
she majored in science. Then, when she was in school, she liked
biology. Her least favorite subject is physics. Currently teaching
fifth grade, she has three years of teaching experience. As an
elementary school teacher, she incorporates science content from
her high school education all the way through her college studies,
covering a full semester's worth of content.

Data Collection
The data sources for this research are observation sheets, video
recordings, and interview results. The data collection techniques used in this
research include three stages:
 Observation. An observation here is used to determine the depth
of the concept of elementary school teachers when teaching
science content in the classroom for one meeting. Teachers were
asked to write down the concepts taught during the learning
process on the observation sheet. In filling in the science concepts
on the observation sheet, teachers are free to write concepts
without any restrictions. After the teacher fills in the science
concepts being taught, the researcher matches these concepts to
the list of essential concepts made by the researcher. A list of
essential concepts is made on the basis of students' book sources.
Then, the observation sheet was also used to measure the level of
science content knowledge of school teachers based on the
observation sheet modified from (Eliyawati et al., 2023; Morrell
et al., 2020; NSW, 2018).
 Video. During the learning process, researchers recorded videos from
the beginning to the end of learning. Video data has the advantage of
allowing researchers to analyze it repeatedly. Four learning videos were
collected as data. The videos obtained were from each elementary
school teacher's lesson during one meeting. Students were informed that
the video would not be publicized and that only researchers and teachers
would have access to it during the video recording. The camera was
positioned in the corner of the classroom with a wide angle, which
allowed for playback of the entire class. It was also placed at the back of
the classroom to keep the students focused.
 Interview. Interviews were conducted when the learning videos were
obtained. Interviews were conducted to determine the background of the
elementary school teacher, the teacher's knowledge of science content,
and the teacher's preparation for teaching science. Interviews were
conducted after researchers analyzed the learning videos directly. The
results of this interview were used to support data from observations and
video analysis results.

Data Analysis
After collecting data, the researcher analyzed the data by
combining the available data sources. The researcher first analyzed the
observation sheet about the depth of science concepts that teachers teach.
The results of the observation sheet analysis were then confirmed and
validated using thematic analysis of each scene in the video to support the
results on the depth of concept of elementary school teachers. Thematic
video analysis was chosen because the video can be played repeatedly
(Widodo, 2006), there was interobserver reliability control (James W.
Stigler, Patrick Gonzales, Takako Kawanaka, Steffen Knoll, 1999), and
video recordings can be reproduced and moved easily (Widodo &
Ramdaningsih, 2006). Learning activities were recorded in their entirety,
without any editing or cutting, for research. After analyzing the video and
the observation sheet, the data were triangulated with the results of
interviews conducted with four elementary teachers. The interview
findings were used to validate the observations and identify important
aspects occurring in each scene of the video.
RESULTS AND ANALISES
Depth of concept is an essential part of the learning process because
the deeper the concept is taught, the more information can be used as a
reference by students. The depth of a teacher's concept is determined by
knowing how much the teacher understands and masters the science concepts
to be taught. Table 1 shows a general comparison of data between Teacher 1
and Teacher 3 in the solar system theme, regarding the number of concepts
conveyed in the core learning activities.
Table 1
Comparison of the number of concepts conveyed by Teacher 1 and 3 on the
theme of the solar system
Essential concept Teacher 1 Teacher 3
Galaxies Not delivered Not delivered
Orbit Retrieved Retrieved
Earth Rotation Retrieved Retrieved
Earth Revolution Retrieved Retrieved

Star Not delivered Not delivered
The Sun Not delivered Retrieved
Planet Retrieved Retrieved
Solar System Retrieved Retrieved
Inner Planets Retrieved Not delivered
Outer Planet Retrieved Not delivered
Satelite Retrieved Retrieved
Space Objects Retrieved Not delivered
Comet Retrieved Not delivered
Difference between
meteroites,
meteorites, and meteors
Retrieved Not delivered
The percentage of concepts
delivered
78.57% 50%
Teacher 1 and Teacher 3 have different educational backgrounds.
Teacher 1 never received any science subjects from high school to college. On
the other hand, Teacher 3 studied science subjects until the fifth semester of
college. However, the research results presented in Table 1 reveal a disparity
in the concepts taught by Teachers 1 and 3 regarding the solar system theme.
Teacher 1 conveyed 11 of the 14 essential concepts related to the solar system
theme, while Teacher 3 conveyed seven of the 14 concepts. This indicates that
the depth of concepts provided by Teacher 1 (78.57%) is higher compared to
Teacher 3 (50%). The depth of concepts conveyed by Teacher 2 can be seen in
Table 2.
Table 2
Essential concepts presented by teacher 2 on force
Essential concept Teacher 2
Definition of force Retrieved
Force and motion Retrieved
Force and direction of objects Not delivered
Force and shape of objects Retrieved
Force and velocity of objects Retrieved
Force system in humans Not delivered
Definition of muscle force Not delivered

Friction force Not delivered
Causes of friction force Not delivered
Friction force and surfaces Not delivered
Friction force and mass of objects Not delivered
The percentage of concepts delivered 36.36%
Teacher 2 is a teacher with a limited background in science. Teacher 2
only studied science subjects until high school. The data from Table 2 reveals
that Teacher 2 only teaches 4 of the 11 concepts that should be taught on
force in Grade 4. These findings indicate that the depth of concepts conveyed
by Teacher 2 is not significantly aligned with what should be taught. Further
results regarding the depth of concepts conveyed by Teacher 4 can be seen in
Table 3.
Table 3
Essential concepts presented by teachers 4 on substance and mixture
Essential concept Teacher 4
Material Not delivered
Single substance Retrieved
Characteristics of a single substance Retrieved
Elements Not delivered
Compound Not delivered
Mixture Retrieved
Characteristics of mixtures Retrieved
Homogeneous mixture Not delivered
Heterogeneous mixture Retrieved
Difference between singles
and mixed substances
Retrieved
The percentage of concepts delivered 60%
Based on data data in Table 3 shows that Teacher 4 conveyed six
concepts out of 10 that should be conveyed on the topic of single and mixed
substances in Grade 5. Teacher 4 is the teacher who received the highest
amount of education in the field of science subjects. He studied science
subjects from elementary school all the way through college, majoring in
Science Education.

However, the depth of essential science concepts at the primary
school level of Teacher 1 got the highest result with a percentage of 78.57%.
While the depth of essential science concepts at the elementary level with the
lowest results is Teacher 2, with a percentage of 36.36%; then, the depth of
essential science concepts in Teacher 3 is 50%, and Teacher 4, is 60%. This
finding is reinforced by the results of the interview, which explain that during
teaching, Teacher 1 never stopped learning and always collected updated
information about essential science concepts, even though the curriculum in
Indonesia is always changing, as shown by the following interview excerpt:
"
Before starting classroom learning, I have a habit of crafting
a learning plan, which involves familiarizing myself with
learning resources suitable for children. Furthermore, I take
pleasure in gathering and condensing science learning books
from different curricula used in Indonesia"
Meanwhile, Teachers 2 and 3, who received science content starting
from high school, learned science only relying on textbooks because they
rarely received training in science learning, as shown in the following
interview excerpt:
"
I have never received special training in teaching science
while teaching in elementary school. The only training I have
attended was curriculum analysis training in elementary
school. Then I use textbooks as my reference in teaching in
class."
The results of the elementary school teachers' depth of concept were
then validated using the results of the level of content knowledge (CK) of
science teachers. The level of competency in content knowledge (CK) for
elementary school teachers is divided into five dimensions, which include
knowing the content, substance, and structure of the content, content selection
and organization, knowing different ways to understand a particular concept,
and identifying curriculum standards related to specific concepts.
In terms of "knowing the content," it refers to the teachers'
understanding of accurately explaining science concepts and their relevance to
everyday life problem-solving, as conveyed through various sources. During
the learning process, they can develop accurate and in-depth science concepts
and relate them to solving problems in daily life. For example, Teacher 1
related the concept of the solar system to the time division experienced by
Indonesian people, and Teacher 4 related the concept of the mixture to the

process of making drinks. The Interview results supported this result where
Teacher 1 and Teacher 4 can distinguish between science and non-science.
"
Natural science is a science that studies natural phenomena
and all their connections in it. Social science tends to be
lessons that are easy to memorize, for example, the
Indonesian language."(Teacher 1)
"
Mathematics and natural science are subjects that involve
scientific literacy and problem-solving concepts. On the other
hand, social science tends to focus less on the direct study of
nature."(Teacher 4)
However, Teachers 2 and 3 are in a different situation as they have not
yet made a clear distinction between natural and social science. This is
because both teachers have a dislike for natural science, which is a subjects
they do not prefer.
"
Actually, all subjects are equal, but there are certain lessons
that, when taught using unsuitable methods, become subjects
that I dislike. Natural science is one of those subjects"
(Teacher 2 and Teacher 3)
In the dimension of Substance and Structure of the Content, it relates
to how teachers understand the characteristic structure of science concepts
without factual errors and misinterpretations. Based on the video, teachers 2
and 3 had misconceptions when conveying science concepts. For example,
when Teacher 2 conveyed the concept of force in grade 4 elementary school,
he conveyed that motion is the result of force. If there is no force, objects
cannot move. Teacher 3 also still has misconceptions about teaching the
concept of satellites. She explained that the moon is a star that can produce its
own light. These results can be related to the interview results, where in
teaching science in the classroom, teachers 2 and 3 have some difficulties.
"
The greatest challenge in teaching natural science lies in
having appropriate facilities and infrastructure that align
with the content being taught. As a result, the learning
process becomes solely reliant on the available resources."
(Teacher 2 and Teacher 3)
The dimension of selecting and organizing content is related to the
process of selecting, sorting, and connecting concepts taught by elementary
science teachers. According to the results of interviews, almost all teachers in

choosing concepts and sorting concepts refer to general concepts to specific
concepts or from the easiest concepts to abstract concepts. The following is an
illustration of the results of researcher interviews with four teachers who
come from different educational backgrounds.
"
I determine the material I teach from the general to specific
or from the easiest to the most complex."(Teacher 1, Teacher
2, Teacher 3, and Teacher 4)
Nevertheless, the analysis of the video revealed that in terms of
content selection and organization, Teachers 1 and 4 demonstrated a higher
level of proficiency compared to Teachers 2 and 3. This was evident as
Teachers 1 and 4 adopted a more systematic approach, starting from low-level
concepts and gradually progressing toward more complex levels during their
lessons. In contrast, Teacher 3's presentation of concepts appeared to be
random, while Teacher 2 tended to provide numerous examples that seemed
repetitive.
On the dimension of knowing different ways to understand certain
concepts, it discusses the development of science content using various
methods and in accordance with the provided teaching methods and media
throughout the learning process. Teacher 1 used the project and demonstration
methods during the learning process. The media used by the teacher when
teaching the topic of the solar system are power points, videos, and materials
used for student projects. Teacher 2 only uses the lecturing method without
using any media during class. Then, Teacher 3 carried out learning with the
lecturing method but by using power point media. Teacher 4 conducted the
lesson on single and mixed substances using the demonstration method.
Teacher 4 brought coffee and tea solutions, which were demonstrated to
students to understand the concept. These results follow the interview results
where Teacher 2 only used the lecturing method during the learning process
without any inquiry activities characteristic of science lessons. Meanwhile,
Teachers 2, 3, and 4, at the beginning of learning, prioritize inquiry activities
that object observation preceded through videos or directly.
"
In the classroom, due to all the limitations in terms of
facilities and infrastructure for the inquiry process, in the end,
I still lecture by connecting the students' prior knowledge with
the concepts to be taught"(Teacher 2).
In the final dimension, which is identifying curriculum standards
related to specific concepts, it pertains to the teachers' ability to demonstrate

content in accordance with curriculum standards by connecting the main
concepts with students' prior content knowledge. Based on the video, Teacher
2 only conveyed concepts that are fixated on textbooks and needed help to
connect lesson content with students' prior knowledge in the learning process.
Meanwhile, teachers 1, 3, and 4 have demonstrated concepts involving many
daily examples. They could also connect students' prior knowledge with the
knowledge to be taught. Science curriculum standards in Indonesia require
teachers to integrate knowledge, skills, and attitudes toward science. Teacher
2 could not provide a detailed answer when asked about the most important
science skill. The following is an elementary school teacher's response
regarding the most important thing about science.
"
The most important skill is how students interpret the science
material (Teacher 2).
"
The most important skill of science is to invite students to
observe the environment and natural phenomena with the
regularities in it."(Teacher 1, Teacher 3, and Teacher 4)
The findings from all dimensions of content knowledge indicate
variations in the level of content knowledge (CK) among elementary school
teachers. The findings describing the level of content knowledge of primary
school teachers when teaching science in terms of their study background in
obtaining science content can be seen in Table 4.
Table 4
Level of content knowledge of elementary science teacher
Dimensions
Level of Science teacher
Beginner
teacher
Experience
teacher
Professional
teacher
Know the
content
Teacher 2 Teacher 3
Teacher 1 and
Teacher 4
Substance and
Structure of the
content
Teacher 2
Techer 1,
Teacher 3, and
Teacher 4
Content
Selection and
Organization
Teacher 2 and
Teacher 3
Teacher 1 and
Teacher 4
Knowing Teacher 2 Teacher 3 and Teacher 1

Dimensions
Level of Science teacher
Beginner
teacher
Experience
teacher
Professional
teacher
different ways
to understand
particular
concept
Teacher 4
Identify
curriculum
standards
related to
specific concepts
Teacher 2
Teacher 1,
Teacher 3, and
Teacher 4
Based on the level of competency in content knowledge (CK) shown
in Table 4, Teacher 1 is classified as a professional teacher in three
dimensions and an experienced teacher in two dimensions of content
knowledge (CK). Teacher 2 falls under the beginner teacher level in almost all
aspects of content knowledge, except for the content selection and
organization dimension. Teacher 3 is categorized as an experienced teacher in
the aspect of content knowledge (CK). Meanwhile, Teacher 4 is classified as
an experienced teacher in three dimensions and a professional teacher in two
dimensions of content knowledge (CK). Based on the results in Table 4, it can
be concluded that Teacher 1 is recognized as a professional teacher, Teacher 3
and Teacher 4 are classified as experienced teachers, while Teacher 2
demonstrates that he is positioned as a beginner teacher.
The results reveals that Teacher 1 obtained the highest percentage,
with a score of 78.57%, indicating a deep understanding of the concepts. On
the other hand, Teacher 2 achieved the lowest score of 36.36% in terms of the
depth of essential science concepts at the elementary level. Teacher 3
demonstrated a 50% depth of essential science concepts, while Teacher 4
scored 60%. Teacher 2 and 3 possess a restricted understanding of science
concepts because of their limited science backgrounds during their studies.
However, different results were found for Teacher 1. Although she never
learned about science content during his study period, she obtained the
highest percentage of understanding of essential science concepts among
other teachers. She even outperformed Teacher 4, who always learned science
content during his study period. This is because, during teaching, Teacher 1
always continued learning and always collected updated information about

essential science concepts, even though the curriculum in Indonesia is always
changing.
The lack of background science knowledge forces elementary school
teachers to rely on other sources to understand science phenomena, such as
common sense, daily life practices, or sticking to books (Tekkaya et al., 2004;
Widodo et al., 2017). According to the learning video analysis results,
Teachers 2 and 3 tend to stick to textbooks and materials displayed in the
form of power points when conveying the science concepts taught. While
Teacher 1 conducted learning with the project method to strengthen students'
concepts about the solar system, Teacher 4 used the demonstration method to
explain the concept of single and mixed substances. The difference in how
teachers convey concepts is partly influenced by the teacher's knowledge of
the concept or content (Masduki et al., 2019; Walshaw, 2012). It is further
explained that teachers with limited concept knowledge will need explaining
the concept (Hurrell, 2021). Concept understanding is a competency that must
be possessed by teachers in order to create good learning and prevent
misconceptions (Anam et al., 2017, 2020; Fikriyah et al., 2020; Widodo et al.,
2017).
These results follow several previous studies, which show that a lack
of understanding of science concepts will hamper the learning process
(Kazempour, 2014; P. S. Oh & Kim, 2013; Sundari, 2021; U. Cornelius-
Ukpepi & O. Enukoha, 2013). Teachers with a limited understanding of
science content will decrease their confidence(Amy Catalano et al., 2019;
Harlen & Holroyd, 1997; Nikolopoulou & Tsimperidis, 2023; Rahayu &
Osman, 2019). They tend to conduct learning activities monotonously
(Indrayati, 2018). The limited depth of science concepts explained by
teachers makes the concepts convey seem very simple (Darling-Hammond et
al., 2020). Teachers tend to explain the meaning, coupled with related
examples, without further explanation (Mufida & Widodo, 2021). This is
directly confirmed by research conducted by (Saclarides and Munson 2021),
where low material depth or concept mastery can be caused by material
content that is not interpreted or explained properly (only explained in general
terms or not explained at all) and not an explanation of the content. However,
the teacher conveys difficulty in understanding the content. As a result,
students tend to be silent and refrain from actively asking questions in class
(Angraini et al., 2023; Bahmanbijari et al., 2019). ‬
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Meanwhile, the analysis results in Table 4 show that Teacher 1 is
recognized as a professional teacher. Teachers 3 and 4 are classified as

experienced teachers. Teacher 2 shows that he is positioned as as beginner
teacher. During the learning process of Teacher 1 and 4, they capably
developed accurate and in-depth science concepts. They could relate science
concepts to solve problems in daily life. Teachers' understanding of science
content is key to scientific literacy (OECD, 2018; J. Y. Oh, 2017).
Furthermore, understanding science concepts is important in improving
students' understanding of science concepts, successful learning of science
content, and participation in scientific decision making (Bell & Lederman,
2003; Eastwood et al., 2012; Khishfe, 2020). Conceptual understanding also
highlights the importance of having comprehensive and in-depth knowledge
(Alao & Guthrie, 1999; Boh et al., 2014).Teachers who possess broad
scientific knowledge are more adept at making connections between different
concepts, whereas teachers with deep knowledge are better equipped to
provide detailed explanations of a concept (Widiyatmoko, 2018).
In Teacher 2 and Teacher 3, there were still misconceptions when
conveying science concepts. Misconceptions indicate a lack of basic
knowledge essential to understanding the science principles and processes
needed to teach the science curriculum (Greensfeld & Gross, 2020; Laeli et
al., 2020). In general, teachers who have limited science content knowledge
often heavily rely on textbooks as their main source of content knowledge and
for lesson planning. However, this approach can be problematic because
science textbooks may not always offer alternative methods to help students
grasp concepts effectively. Consequently, teachers with limited science
knowledge may require assistance in clarifying students' understanding (Lee
& Barnett, 2004; Luera & Otto, 2005). In these cases, the content taught by
teachers tends to be abstract. It cannot be directly observed (microscopic), so
teachers find it difficult to explain due to inadequate facilities and
infrastructure (Costa & Broietti, 2022). The possibility of misconceptions is
also due to vernacular misunderstandings, i.e., misunderstandings due to
teachers' less thorough reading skills or a lack of clarity in textbooks and
other reading materials(Liu & Fang, 2016).
In delivering concepts, all teachers choose to sort them from the
general to specific concepts or from the easiest to abstract concepts. The
delivery of the main concept, followed by many sub-concepts, will make it
easier for teachers to streamline learning materials and facilitate student
understanding (Mufida & Widodo, 2021; Puspitarini & Hanif, 2019).
However, based on the video analysis, it is found that in the selection and
organization of content, Teacher 1 and Teacher 4 are at a higher level than
Teachers 2 and 3. This is because, during the learning process, Teachers 1 and

4 tend to be more systematic, from low-level concepts to abstract levels.
Meanwhile, Teacher 3 way of conveying concepts tends to be random, and
Teacher 2 tends to give many examples and seems repetitive. Since the
concept is delivered through oral presentation, the possibility of the repetition
of the explanation is common. Therefore, the teacher will run out of time, and
many concepts have yet to be conveyed.
This study has several implications, such as the fact that teachers
deepen and enhance their understanding of science concepts based on their
experiences. Previous research has shown that teaching experience has a
positive influence on elementary school teachers' mastery of science concepts
(Akarsu, 2007; Nixon et al., 2019; Smith et al., 2022). Furthermore,
educational qualifications and teaching experience collectively have a positive
and significant impact on teachers' professionalism in teaching science at
elementary schools (Qomariah, 2016). Another perspective views learning as
a participatory process, where individuals engage in various activities and are
part of different groups. In this view, teachers are seen as active participants
or "actors" in their own learning experiences. In other words, active
participation and engagement in learning situations can enhance their
understanding of concepts (Paavola et al., 2004). Teacher 1 evidenced, who
applies the concept of lifelong learning by gathering various learning
resources that can enhance their depth of conceptual understanding. Even
though Teacher 1 does not have a science background, by collecting the
science materials he needs and actively engaging, he can teach science
effectively without relying on others (Ekelemu, 2014).
Furthermore, teachers should be provided with training that helps
them learn from their experiences. This is because teacher professional
development is needed to facilitate primary school teachers' learning and
teaching of science to their students. Teacher professional development plays
a crucial role in improving classroom teaching and enhancing student learning
achievement (Pitsoe & Letseka, 2014). Several studies have demonstrated that
teacher professional development effectively enhances teachers' conceptual
understanding in various topics and improves their pedagogical practices
(Desimone, 2009; Greitāns & Namsone, 2021; OnSabon, 2018; Utami et al.,
2019; Vermunt et al., 2019; Widodo & Riandi, 2013; Winarsih & Mulyani,
2012). Through professional development, teachers use their newfound
knowledge, skills, attitudes, and beliefs to enhance the content of their
pedagogical approaches (Desimone, 2009).

CONCLUSIONS
Based on the analysis results, it can be concluded that the science
background of elementary school teachers does not affect the depth of the
concepts they teach or their level of content knowledge (CK) in science. This
is evidenced by the fact that the teacher with the highest level of content
knowledge (CK) is Teacher 1, who does not have any science background.
Teacher 1 demonstrates professionalism in terms of content knowledge (CK)
competency standards, as indicated by the highest percentage of concept
mastery at 76% compared to Teacher 2, Teacher 3, and Teacher 4. Teachers 3
and 4 are classified as experienced teachers with percentages of 50.5%
(Teacher 3) and 69.2% (Teacher 4) for the depth of their science concepts,
respectively. Meanwhile, Teacher 2 has a beginner level of content knowledge
(CK), with a conceptual understanding percentage of 30.7%.
This research shows that content knowledge (CK) is fundamental for
all science teachers. Teachers who have limited concept knowledge will have
difficulty explaining essential science concepts. This study also has several
implications that can be taken, namely, although elementary school teachers
in Indonesia learn from different backgrounds, mastery of content knowledge
(CK) can be fostered with the idiom of the concept of lifelong learning.
Teacher 1 evidenced, who always continues to learn even though the
curriculum has changed. Although learning is very important, teachers who
have a science background and love science from an early age also
significantly improve students' understanding of concepts. Therefore, in
deepening science content, it is also very necessary to develop
professionalism programs for elementary school teachers to better understand
how to learn science and teach it to their students.
ACKNOWLEDGMENT
The authors would like to express their gratitude to Lembaga
Pengelola Dana Pendidikan (LPDP) for supporting the publication of this
article. The author also thanks to all of teacher who voluntary and supporting
this research.
AUTHORS’ CONTRIBUTIONS STATEMENTS
A.S., and A.W conceived the idea of the research presented. A.S., and
E.C.P., collected the data. The three authors A.S., A.W., and E.C.P., actively

participated in the development of the theory, methodology, data organisation
and analysis, discussion of results and approval of the final version of the
work.
DATAAVAILABILITY STATEMENT
The data supporting the results of this investigation will be made
available by the correspondent A.C.P., upon reasonable request.
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