Abstract
M.Ed. (Science Education)
Studies (Shulman, 1987; Loughran, 2006; Parks and Olivier, 2008) have summarized that PCK is a combinational notion in which the different mixtures of elements influence the richness of the PCK of a teacher. The research has been concerned with trying to understand the various aspects of PCK rather than the complete representation of PCK.
The changes in any of the elements inevitably influence structure of PCK are the perspectives in learning and teaching; the understanding of content; time; context; understanding of the learners; pedagogical practices; decision-making; reflections; and elements of knowledge of curriculum values and aims. To understand PCK well is to understand the mixture of interacting elements to help give insight into PCK.
The aim of this study is to focus on various instruments that can be utilised to describe teachers’ PCK.
The methodology employed in this research was a qualitative approach. The teachers were asked to complete a group of instruments, which served to describe the teachers’ PCK as well as their beliefs and practices towards Life Sciences teaching in general. Data collecting methods such as individual interviews; general conversations, document analysis, classroom observations, questionnaires and rubrics used to obtain data for from a small sample of Life Sciences teachers.
It was obtained that the Life Sciences teachers experienced many problems with PCK development. Learner—centred activities, group work, facilitation, assessment tasks and lack of resources were but a few of the problems identified. The research evidence also showed a lack of teachers understanding of the nature of science.
Our framing of PCK and its representation emphasises the importance of coherence and integration among the different elements of PCK for effective teaching...