Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
RESEARCH PAPER
Design and validation of an instrument to determine the relationship between pedagogical content knowledge and practical work in science instruction
1
Universidad Antonio Nariño, Facultad de Educación, Grupo de Investigación Conciencia, Bogotá, COLOMBIA
2
Secretaría de Educación, Bogota, COLOMBIA
3
Universidad Antonio Nariño, Facultad de Educación, Grupo de investigación Culturas Universitarias, Bogotá, COLOMBIA
4
Universidad Católica de Maule, Facultad de Ciencias Básicas, Grupo de investigación Estudios Metateóricos sobre la Ciencia y la Enseñanza de las Ciencias-EMCiEC, Talca, CHILE
Online publication date: 2023-12-06
Publication date: 2024-01-01
EURASIA J. Math., Sci Tech. Ed 2024;20(1):em2382
KEYWORDS
ABSTRACT
Research in science education has recognized the importance of pedagogical content knowledge
(PCK) and its relationship to practical work. Although efforts have been made to characterize this
relationship accurately, research in this field still needs to be completed. This article shows an
instrument’s design and validation process that aims to determine the perception of PCK elements
and their incidence in the design, implementation, and evaluation of practical work in science
teachers. The questionnaire was subjected to content validation by a panel of experts and a pilot
study to evaluate its internal consistency through Cronbach’s alpha. The construction and
validation yielded an instrument of 30 items grouped into five categories: orientations toward
science teaching, knowledge of the curriculum, knowledge of assessment, knowledge of students’
understanding of science, and knowledge of instructional strategies. Reliability yielded a
Cronbach’s alpha value of 0.881, showing the development of a consistent and reliable instrument.
REFERENCES (57)
1.
Abell, S. K. (2007). Research on science teacher knowledge. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1119-1164). Routledge.
2.
Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405-1416. https://doi.org/10.1080/095006....
3.
Abrahams, I. (2017). Minds-on practical work for effective science learning. In Science education (pp. 403-413). Brill. https://doi.org/10.1007/978-94....
4.
Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945-1969. https://doi.org/10.1080/095006....
5.
Abrahams, I., & Reiss, M. J. (2012). Practical work: Its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49(8), 1035-1055. https://doi.org/10.1002/tea.21....
6.
Abrahams, I., & Saglam, M. (2010). A study of teachers’ views on practical work in secondary schools in England and Wales. International Journal of Science Education, 32(6), 753-768. https://doi.org/10.1080/095006....
7.
Aiken, L. R. (1980). Content validity and reliability of single items or questionnaires. Educational and Psychological Measurement, 40(4), 955-959. https://doi.org/10.1177/001316....
8.
Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131-142. https://doi.org/10.1177/001316....
9.
Akinyemi, O. S., & Mavhunga, E. (2021). Linking pre-service teachers’ enacted topic specific pedagogical content knowledge to learner achievement in organic chemistry. Chemistry Education Research and Practice, 22(2), 282-302. https://doi.org/10.1039/d0rp00....
10.
Alneyadi, S. S. (2019). Virtual lab implementation in science literacy: Emirati science teachers’ perspectives. EURASIA Journal of Mathematics, Science and Technology Education, 15(12), em1786. https://doi.org/10.29333/ejmst....
11.
Alvarado, C., Cañada, F., Garritz, A., & Mellado, V. (2015). Canonical pedagogical content knowledge by CoRes for teaching acid-base chemistry at high school. Chemistry Education Research and Practice, 16(3), 603-618. https://doi.org/10.1039/c4rp00....
12.
Baladoh, S. M., Elgamal, A. F., & Abas, H. A. (2017). Virtual lab to develop achievement in electronic circuits for hearing-impaired students. Education and Information Technologies, 22(5), 2071-2085. https://doi.org/10.1007/s10639....
13.
Barberá, Ó., & Valdés, P. (1996). El trabajo práctico en la enseñanza de las ciencias: Una revision [Practical work in science teaching: A review]. Enseñanza de Las Ciencias [Science Education], 14(3), 365-379. https://doi.org/10.5565/rev/en....
14.
Barolli, E., Laburú, C., & Guridi, V. (2010). Laboratorio didáctico de ciencias: Caminos de investigación [Science learning lab: Research pathways]. Revista Electrónica de Enseñanza de Las Ciencias [Electronic Journal of Science Education], 9(1), 88-110.
15.
Benarroch, A., Rodríguez-Serrano, M., & Ramírez-Segado, A. (2021). New water culture versus the traditional design and validation of a questionnaire to discriminate between both. Sustainability (Switzerland), 13(4), 2174. https://doi.org/10.3390/su1304....
16.
Bond-Robinson, J. (2005). Identifying pedagogical content knowledge (PCK) in the chemistry laboratory introduction: Pedagogical content knowledge (PCK) in chemistry. Chemistry Education Research and Practice, 6(2), 83-103. https://doi.org/10.1039/B5RP90....
17.
Boyle, J. (2019). Teaching gravitational waves in the lower secondary school. Part III. Monitoring the effect of a STEM intervention on students’ attitude, self-efficacy and achievement. Physics Education, 54, 025007. https://doi.org/10.1088/1361-6....
18.
Bucat, R. (2004). Pedagogical content knowledge as a way forward: Applied research in chemistry education. Chemistry Education Research and Practice, 5(3), 215-228. https://doi.org/10.1039/b4rp90....
19.
Caamaño, A. (2003). Los trabajos prácticos en ciencias [Practical work in science]. In M. P. Jiménez, A. Caamaño, A. Oñorbe, E. Pedrinaci, & A. De Pro (Eds.), Enseñar ciencias [Teach science] (pp. 95-118). Grao.
20.
Caamaño, A. (2004). Experiencias, experimentos ilustrativos, ejercicios prácticos e investigaciones: ¿Una clasificación útil de los trabajos prácticos? [Experiences, illustrative experiments, practical exercises and investigations: A useful classification of practical works?] Revista Alambique [Alembic Magazine], 39(8), 39.
21.
Carrascosa, J., Gil Pérez, D., & Vilches, A. (2006). Papel de la actividad experimental en la educación científica [Role of experimental activity in science education]. Caderno Brasileiro de Ensino de Física [Brazilian Physics Teaching Notebook], 23(2), 157-181.
22.
Chen, B., & Chen, L. (2021). Examining the sources of high school chemistry teachers’ practical knowledge of teaching with practical work: From the teachers’ perspective. Chemistry Education Research and Practice, 22(2), 476-485. https://doi.org/10.1039/d0rp00....
23.
Chen, B., Chen, L., & Meng, X. (2022). Development and validation of an instrument to measure upper-secondary school science teachers’ perceived practical knowledge about practical work. Journal of Baltic Science Education, 21(1), 26-37. https://doi.org/10.33225/jbse/....
24.
Chen, X., & Eilks, I. (2019). An analysis of the representation of practical work in secondary chemistry textbooks from different Chinese communities. Science Education International, 30(4), 354-363. https://doi.org/10.33828/sei.v....
25.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
26.
Escobar-Pérez, J., & Cuervo-Martínez, Á. (2008). Validez de contenido y juicio de expertos: Una aproximación a su utilización [Content validity and expert judgment: An approach to its use]. Avances en Medición [Advances in Measurement], 6, 27-36. https://doi.org/10.1016/0032-3....
27.
Escurra Mayaute, L. M. (1988). Cuantificación de la validez de contenido por criterio de jueces [Quantification of content validity by judges’ criteria]. Revista de Psicología [Psychology Magazine], 6(1-2), 103-111. https://doi.org/10.18800/psico....
28.
Fan, L. (2014). Investigating the pedagogy of mathematics: How do teachers develop their knowledge? Imperial College Press. https://doi.org/10.1142/p940.
29.
Gericke, N., Högström, P., & Wallin, J. (2022). A systematic review of research on laboratory work in secondary school. Studies in Science Education, 59(2), 245-285. https://doi.org/10.1080/030572....
30.
Goes, L. F., Fernandez, C., & Eilks, I. (2020). The development of pedagogical content knowledge about teaching redox reactions in German chemistry teacher education. Education Sciences, 10(7), 170. https://doi.org/10.3390/educsc....
31.
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. Teachers College Press.
32.
Guisande, C., Vaamonde, A., & Barreiro, A. (2013). Tratamiento de datos con R, Statistica y SPSS [Data treatment with R, Statistica and SPSS]. Universidad de Vigo. https://www.editdiazdesantos.c....
33.
Hernández-Millan, G., Irazoque-Palazuelos, G., & López-Villa, N. (2012). ¿Cómo diversificar los trabajos prácticos?Un experimento ilustrativo y un ejercicio práctico como ejemplos [How to diversify practical work? An illustrative experiment and a practical exercise as examples]. Educación Química [Chemistry Education], 23, 101-111. https://doi.org/10.1016/S0187-....
34.
Hofstein, A. (2015). Forms of laboratory work. In R. Gunstone (Ed.), Encyclopedia of science education (pp. 563-564). Springer. https://doi.org/10.1007/978-94....
35.
Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-First century. Science Education, 88(1), 28-54. https://doi.org/10.1002/sce.10....
36.
Irmak, M., & Yilmaz Tuzun, O. (2019). Investigating pre-service science teachers’ perceived technological pedagogical content knowledge (TPACK) regarding genetics. Research in Science and Technological Education, 37(2), 127-146. https://doi.org/10.1080/026351....
37.
Lester, P. E., Inman, D., & Bishop, L. K. (2014). Handbook of tests and measurement in education and the social sciences. Rowman & Littlefield.
38.
Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370-391. https://doi.org/10.1002/tea.20....
39.
Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Learning and teaching in the school science laboratory: An analysis of research, theory, and practice. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (393-441). Psychology Press.
40.
Magnusson, S. J., Borko, H., & Krajcik, J. S. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome, & N. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95-132). Springer. https://doi.org/10.1007/0-306-....
41.
Park, S., & Chen, Y.-C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49(7), 922-941. https://doi.org/10.1002/tea.21....
42.
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. https://doi.org/10.1007/s11165....
43.
Pedrosa, I., Suárez-Álvarez, J., & García-Cueto, E. (2014). Evidencias sobre la validez de contenido: Avances teóricos y métodos para su estimación [Content validity evidence: Theoretical advances and estimation methods]. Acción Psicológica [Psychological Action], 10(2), 3-18. https://doi.org/10.5944/ap.10.....
44.
Penfield, R. D., & Giacobbi, P. R. (2004). Applying a score confidence interval to Aiken’s item content-relevance index. Measurement in Physical Education and Exercise Science, 8(4), 213-225. https://doi.org/10.1207/s15327....
45.
Rayistan, M. G., Borodina, M. A., Denisova, O. I., Bogachev, Y. S., & Sekerin, V. D. (2020). The effectiveness of using virtual laboratory workshops in online education of students studying the discipline “inorganic chemistry.” Periodico Tche Quimica [Tche Quimica Periodical], 17(36), 934-948. https://doi.org/10.52571/PTQ.v....
46.
Rollnick, M., & Mavhunga, E. (2014). PCK of teaching electrochemistry in chemistry teachers: A case in Johannesburg, Gauteng Province, South Africa. Educación Química [Chemistry Education], 25(3), 354-362. https://doi.org/10.1016/s0187-....
47.
Shana, Z., & Abulibdeh, E. S. (2020). Science practical work and its impact on students’ science achievement. Journal of Technology and Science Education, 10(2), 199-215. https://doi.org/10.3926/JOTSE.....
48.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/001318....
49.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.....
50.
Sintema, E. J., & Marban, J. M. (2021). Pre-service teachers’ knowledge of identifying and clearing pupils’ misconceptions about inverse and composite functions via vignettes. EURASIA Journal of Mathematics, Science and Technology Education, 17(1), em1930. https://doi.org/10.29333/ejmst....
51.
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296. https://doi.org/10.1007/s11165....
52.
Tacoshi, M. M., & Fernandez, C. (2014). Knowledge of assessment: An important component in the PCK of chemistry teachers. Problems of Education in the 21st Century, 62(1), 124-147. https://doi.org/10.33225/pec/1....
53.
van Driel, J. H., Berry, A., & Meirink, J. (2014). Research on science teacher knowledge. In N. G. Lederman, & S. K. Abell(Eds.), Handbook of research on science education, volume II (pp. 862-884). Routledge.
54.
Vladušić, R., Bucat, R., & Ožić, M. (2020). Evidence of the development of pedagogical content knowledge related to chemical bonding during a course for preservice chemistry teachers. Center for Educational Policy Studies Journal, 10(1), 59-81. https://doi.org/10.26529/cepsj....
55.
Wei, B., & Liu, H. (2018). An experienced chemistry teacher’s practical knowledge of teaching with practical work: The PCK perspective. Chemistry Education Research and Practice, 19(2), 452-462. https://doi.org/10.1039/c7rp00....
56.
Wellhöfer, L., & Lühken, A. (2022). Problem-based learning in an introductory inorganic laboratory: Identifying connections between learner motivation and implementation. Journal of Chemical Education, 99(2), 864-873. https://doi.org/10.1021/acs.jc....
57.
Zorrilla, E., Morales, L., Mazzitelli, C. A., & Olivera, A. del C. (2019). Análisis de trabajos prácticos de laboratorio elaborados por futuros docentes de ciencias naturales [Analysis of practical laboratory work prepared by future teachers of natural sciences]. Góndola, Enseñanza y Aprendizaje de Las Ciencias [Gondola, Teaching and Learning of Science], 14(2), 286-302. https://doi.org/10.14483/23464....
Share
RELATED ARTICLE
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
