Ying-Chih Chen Science Education, The University of Iowa

1. Developing Pedagogical Content Knowledge (PCK) Map: Articulating the Integration among Each Component Ying-Chih Chen Science Education, The University of Iowa

2. What is an effective science teacher? What is the difference between science teachers and scientists?

3. What is PCK? “the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction” (Shulman,1987, P. 8 )

4. What cause the season? 2 Earth 1 Sun 3 Earth Earth Winter Summer 4 Earth

5. Do these students know how to light a bulb? Alonzo, A.C. (2004). Using science notebooks to assess students’ conceptual understanding. Symposium conducted at the annual meeting of the AmericanEducational Research Association, San Diego.

6. Lack of coherence between components can be difficult in developing PCK, and increased knowledge of an individual component may not be sufficient to effect change in practice (Cochran, 1991; Magnusson et. al, 1999; Van Driel et. al, 2002).

7. Topic-specific • Loughran, Mulhall, and Berry (2004) • conceptualized PCK as the topic-specific knowledge that the teacher develops and accumulates in relation to teaching that topic.

8. Theoretical Framework Park, S., & Oliver, J. S. (2008). Revisiting the conceptualization of pedagogical content Knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284.

9. Research Questions • How does the four teachers integrate the five components together for their teaching? • What factors influence teacher to integrate the component of PCK?

10. Research Design • Baxter and Lederman (1999) claimed that assessment of PCK requires a combination of approaches that can collect information about what teachers know, what they believe, what they do, and the reasons for their actions . General background Interview After observation interview Observation Lesson Plan

11. Participant

12. Data Analysis I Bruce provided students with a video which included four experiments: Oxygen development I-Dependence on light (4 min), Oxygen development II-Chlorophyll and CO2 (4 min), Carbohydrate formation I-Dependence on light (5 min), Carbohydrate formation II-Chlorophyll and CO2. Interestingly (5 min). He turned off the sound of the video. After watching the video, he let students to discuss with each other the voice gives too much information and it explains what’s going on and I wanted the students to be able to interpret what’s going on rather than being told what’s going on (Bruce, after class interview) support I think through the early part of my teaching career that was my focus was just getting the content to the students. And now I – I understand that getting students to be free and independent thinkers and problem solving is as much a part of what I do as a science teacher as the content. (Bruce, general interview) Orientation to science teaching

13. I liked the idea of being able to do the experiments without actually doing them and taking a week and a half, maybe, to do all of the set-up and conducting the experiment and getting the results for four different experiments—that would take an awful lot of our time in the curriculum and we have many other things that we would like to do, so I, I, I spent a couple of days looking at this and putting the questions together and, and figuring out what I wanted to do with it and I, I think that it—I like it, you know. It was something that I would do again. (Bruce, after class interview) Orientation to science teaching Knowledge of curriculum Handout Knowledge of assessment These four experiments again together as a class and we’ll discuss things as they’re happening and why what is happening is happening, uh, and then as we continue to progress through the teaching of photosynthesis those misconceptions should start to work themselves out. Knowledge of instructional strategies and representations

14. Orientation to Teaching Science Knowledge of Student Understanding Knowledge of Instructional Strategies and Representation Knowledge of curriculum Knowledge of Assessment

15. April’s PCK map Photosynthesis Heredity

16. What PCK map can tell us? • The situation about how science teacher integrate the components together. • Topic-specific.

17. Constructivism orientation • Innovative strategies • Formative assessment • Curriculum knowledge