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Addressing Student Diversity in Science Classroom: Exploring Topic-Specific Personal Pedagogical Content Knowledge of High School Teachers

Abstract: The student diversity in today’s science classrooms presents challenges as well as learning opportunities for students and teachers. This research examines topic-specific personal pedagogical content knowledge (pPCK) of high school teachers as it relates to addressing student diversity in their science classrooms. A narrative inquiry approach was adopted to study four science teachers’ experiences of teaching science, considering teachers’ pPCK as an accumulation of experience. Narrative data were collected through interview conversations with these teachers about their experiences of conceptualizing and teaching force and motion topics to diverse groups of students in their science classrooms. The focus of these conversations was the day-to-day practice of participant teachers about making force and motion topics accessible to diverse learners. Using pedagogical content knowledge (PCK) as a conceptual framework, the narrative data were analyzed to explore how these teachers negotiated their content knowledge and knowledge of student diversity in shaping their professional knowledge of science teaching. The findings revealed that topic-specific pPCK of participant teachers was sourced in student diversity present in their science classroom, and its development underpins various processes to connect different types of knowledge. This research suggests considering teachers’ knowledge of student diversity and how this impacts their planning and teaching of specific science content as an aspect of their topic-specific pPCK. Implications for science teacher education are included.

Download: JRSMTE V3 3 3 AZAM
Download: 27, size: 0, date: 15.Sep.2020
Online First, Vol. 3 Iss. 3

The effects of a Full-Year Pedagogical Treatment Based on a Collaborative Learning Environment on 7th Graders’ Interest in Science and Technology and Conceptual Change

Abstract: The growing popularity of collaboration in our school and its possible educational potential has led us to carry out comparative research with 7th grade students. Using a longitudinal approach over an entire school year and using a cross-lag design, we were able to test the effects of this learning environment on science misconceptions and interest. Using two questionnaires, we were able to perform an analysis of the results showing a possible positive causal link between collaborative learning and the development of scientific conception. However, we found no direct connection between collaborative learning and interest.  The analysis of the cross-lag leads us to see conceptual change as a mediator of the students’ interest in science.

Download: JRSMTE V3 2 4 DUROCHER
Download: 15, size: 0, date: 15.Sep.2020
Online First, Vol. 3 Iss. 3

Attempting to Develop Secondary Student’s Interest for Science and Technology Through an In-Service Teacher Training Initiative Based on the Principles of the Learning Community

Abstract: This article presents the results of a quasi-experimental research that has been conducted by the (Infrastructure of the authors) for two years. This research aimed at increasing student’s interest for science and technology (ST) by enhanced pedagogical interventions, designed by their teachers in the context of a learning community. It also aimed at measuring this possible increase. Results show that three of the four intervention types (scientific inquiry, context-based and project-based learning) had positive effects of various strengths on students’ interest, but that collaborative teaching did not. Hypotheses to explain these results and recommendations are formulated.

Download: JRSMTE V3 1 2 POTVIN
Download: 174, size: 0, date: 06.Jan.2020
Online First, Vol. 3 Iss. 1