12/2021 vol. 17
Stats
CC-BY 4.0
Get citation
RESEARCH PAPER
Exploring the Influence of Science Teaching Orientations on Teacher Professional Knowledge Domains: A Case of Five Malawian Teachers
Bob Maseko 1
,
 
Hlologelo Climant Khoza 2
 
 
 
More details
Hide details
1
University of Malawi- Chancellor College, MALAWI
 
2
University of Pretoria, SOUTH AFRICA
 
 
Publication date: 2021-11-10
 
 
EURASIA J. Math., Sci Tech. Ed 2021;17(12):em2041
DOI: https://doi.org/10.29333/ejmste/11333
 
 
Article (PDF)
References (45)
 
KEYWORDS
science teaching orientations
teacher professional knowledge
in-service teachers
nature of science
goals or purposes of science teaching
 
ABSTRACT
This paper explores the influence of Science Teaching Orientations (STOs) on Teacher Professional Knowledge (TPK) domains of five in-service Malawian secondary school science teachers. The study was grounded within Friedrichsten et al.’s (2011) definition of STOs and Gess-Newsome’s (2015) conceptualization of TPK. We gathered data using semi-structured interviews on the two dimensions of STOs: goals and purposes of science teaching, and beliefs about science teaching and learning. We used a questionnaire to gather data on the third dimension—Nature of Science (NoS). To understand the influence of STOs on TPK domains, we used data that we collected through classroom observations. The classroom observations were analysed inductively then deductively against the STOs dimensions and TPK domains. Results show that the first two dimensions of STOs influenced some TPK domains. There was no influence of the NOS on TPK domains. Although the teachers had correct views about the NOS, the lack of influence between the NOS and TPK domains raises questions about their Pedagogical Content Knowledge (PCK) for the NOS. We discuss the implications of the findings on teacher education and in-service science teacher professional development.
REFERENCES (45)
1.
Aydin, S. (2012). Examination of chemistry teachers’ topic-specific nature of pedagogical content knowledge in electrochemistry and radioactivity. Middle East Technical University.
Google Scholar
 
 
2.
Aydin, S., & Boz, Y. (2013). The nature of integration among PCK components: A case study of two experienced chemistry teachers. Chemistry Education Research and Practice, 14(4), 615-624. https://doi.org/10.1039/C3RP00....
CrossRef
 
Google Scholar
 
 
3.
Aydin, S., Friedrichsen, P. M., Boz, Y., & Hanuscin, D. L. (2014). Examination of the topic-specific nature of pedagogical content knowledge in teaching electrochemical cells and nuclear reactions. Chemistry Education Research and Practice, 15(4), 658-674. https://doi.org/10.1039/C4RP00....
CrossRef
 
Google Scholar
 
 
4.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed). Routledge.
Google Scholar
 
 
5.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Pearson.
Google Scholar
 
 
6.
Davidowitz, B., & Rollnick, M. (2011). What lies at the heart of good undergraduate teaching? A case study in organic chemistry. Chemistry Education Research and Practice, 12(3), 355-366. https://doi.org/10.1039/C1RP90....
CrossRef
 
Google Scholar
 
 
7.
Demirdöğen, B. (2016). Interaction between science teaching orientation and pedagogical content knowledge components. Journal of Science Teacher Education, 27(5), 495-532. https://doi.org/10.1007/s10972....
CrossRef
 
Google Scholar
 
 
8.
Demirdöğen, B., Hanuscin, D. L., Uzuntiryaki-Kondakci, E., & Köseoğlu, F. (2016). Development and nature of preservice chemistry teachers’ pedagogical content knowledge for nature of science. Research in Science Education, 46(4), 575-612. https://doi.org/10.1007/s11165....
CrossRef
 
Google Scholar
 
 
9.
Demirdöğen, B., & Uzuntiryaki-Kondakçı, E. (2016). Closing the gap between beliefs and practice: Change of pre-service chemistry teachers’ orientations during a PCK-based NOS course. Chemistry Education Research and Practice, 17(4), 818-841. https://doi.org/10.1039/C6RP00....
CrossRef
 
Google Scholar
 
 
10.
Erduran, S., Kaya, E., Cilekrenkli, A., Akgun, S., & Aksoz, B. (2021). Perceptions of nature of science emerging in group discussions: A comparative account of pre-service teachers from Turkey and England. International Journal of Science and Mathematics Education, 19(7), 1375-1396. https://doi.org/10.1007/s10763....
CrossRef
 
Google Scholar
 
 
11.
Faikhamta, C. (2013). The development of in-service science teachers’ understandings of and orientations to teaching the nature of science within a PCK-based NOS course. Research in Science Education, 43(2), 847-869. https://doi.org/10.1007/s11165....
CrossRef
 
Google Scholar
 
 
12.
Friedrichsen, P. M., & Dana, T. M. (2005). Substantive-level theory of highly regarded secondary biology teachers’ science teaching orientations. Journal of Research in Science Teaching, 42(2), 218-244. https://doi.org/10.1002/tea.20....
CrossRef
 
Google Scholar
 
 
13.
Friedrichsen, P., Van Driel, J. H., & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95(2), 358-376. https://doi.org/10.1002/sce.20....
CrossRef
 
Google Scholar
 
 
14.
Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK results of the thinking from the PCK summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28-42). Routledge.
Google Scholar
 
 
15.
Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education (Illustrated ed.). Teachers College Press.
Google Scholar
 
 
16.
Gunstone, R., & White, R. T. (1992). Probing understanding (1st ed.). Falmer Press.
Google Scholar
 
 
17.
Hancock, D. R. (2006). Doing case study research: A practical guide for beginning researchers, 122.
Google Scholar
 
 
18.
Hansson, L., Hansson, Ö., Juter, K., & Redfors, A. (2021). Curriculum emphases, mathematics and teaching practices: Swedish upper-secondary physics teachers’ views. International Journal of Science and Mathematics Education, 19(3), 499-515. https://doi.org/10.1007/s10763....
CrossRef
 
Google Scholar
 
 
19.
Hanuscin, D. L., Lee, M. H., & Akerson, V. L. (2011). Elementary teachers’ pedagogical content knowledge for teaching the nature of science. Science Education, 95(1), 145-167. https://doi.org/10.1002/sce.20....
CrossRef
 
Google Scholar
 
 
20.
Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551-578. https://doi.org/10.1002/tea.10....
CrossRef
 
Google Scholar
 
 
21.
Khoza, H. C., & Msimanga, A. (2021). Understanding the nature of questioning and teacher talk moves in interactive classrooms: A case of three South African teachers. Research in Science Education, 1-18. https://doi.org/10.1007/s11165....
CrossRef
 
Google Scholar
 
 
22.
Kind, V. (2016). Preservice science teachers’ science teaching orientations and beliefs about science. Science Education, 100(1), 122-152. http://doi.org/10.1002/sce.211....
CrossRef
 
Google Scholar
 
 
23.
Kiran, B. E. (2016). Interaction between experienced chemistry teachers’ science teaching orientations and other components of pedagogical content knowledge in mixtures. Middle East Technical University.
Google Scholar
 
 
24.
Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A., & Schwartz, R. S. (2014). Meaningful assessment of learners’ understandings about scientific inquiry-The views about scientific inquiry (VASI) questionnaire: VASI QUESTIONNAIRE. Journal of Research in Science Teaching, 51(1), 65-83. https://doi.org/10.1002/tea.21....
CrossRef
 
Google Scholar
 
 
25.
Lederman, J. S., Lederman, N. G., Kim, B. S., & Ko. (2012). Teaching and learning of nature of science and scientific inquiry: Building capacity through systematic research-based professional development. In M. S. Khine (Ed.), Advances in nature of science research. Springer.
Google Scholar
 
 
26.
Lederman, N. G. (2007). Nature of science: Past, present, and future. Handbook of Research on Science Education, 2, 831-879. http://www.csss-science.org/do....
Google Scholar
 
 
27.
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521. https://doi.org/10.1002/tea.10....
CrossRef
 
Google Scholar
 
 
28.
Lederman, N. G., & Lederman, J. S. (2019). Teaching and learning of nature of scientific knowledge and scientific inquiry: Building capacity through systematic research-based professional development. Journal of Science Teacher Education, 0(0), 1-26. https://doi.org/10.1080/104656....
CrossRef
 
Google Scholar
 
 
29.
Luft, J. A., & Roehrig, G. H. (2007). Capturing science teachers’ epistemological beliefs: The development of the teacher beliefs interview. Electronic Journal of Science Education, 11(2), 38-63. http://www.scholarlyexchange.o....
Google Scholar
 
 
30.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). Kluwer Academic.
Google Scholar
 
 
31.
Malawi National Examinations Board. (2015). Chief examiners’ reports for junior certificate examinations and Malawi senior certificate physics examinations (pp. 1-17).
Google Scholar
 
 
32.
Mansour, N. (2013). Consistencies and inconsistencies between science teachers’ beliefs and practices. International Journal of Science Education, 35(7), 1230-1275. https://doi.org/10.1080/095006....
CrossRef
 
Google Scholar
 
 
33.
Maseko, B. (2020). Examining the interaction between in-service Physical Science teachers’ teaching orientations and teacher professional knowledge (TPK) domains (Doctoral dissertation). University of the Witwatersrand.
Google Scholar
 
 
34.
Maseko, B., & Khoza, H. C. (2021). Exploring in-service science teachers’ beliefs about goals or purposes of science teaching. Journal of Baltic Science Education, 20(3), 456-470. https://doi.org/10.33225/jbse/....
CrossRef
 
Google Scholar
 
 
35.
Merriam, S. B., & Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
Google Scholar
 
 
36.
Mesci, G., Schwartz, R. S., & Pleasants, B. A.-S. (2020). Enabling factors of preservice science teachers’ pedagogical content knowledge for nature of science and nature of scientific inquiry. Science & Education, 29(2), 263-297. https://doi.org/10.1007/s11191....
CrossRef
 
Google Scholar
 
 
37.
Ministry of Education, Science and Technology. (2013). Republic of Malawi syllabus for Physics forms 3 and 4. Malawi Institute of Education.
Google Scholar
 
 
38.
Mshanga, J. I., Mlatho, J. S., & Mzaza, P. (2014). Strides in Physics form 1. Pearson Education Africa.
Google Scholar
 
 
39.
Nampota, D. C. (2016). Students’ perspectives on teacher practices in Physical Science and their implications on inquiry based instruction. In W. Mwakapenda, T. Sedumedi, & M. Makgato (Eds.), Researching a sustainable environment and sustaining research in Mathematics, Science and Technology Education (pp. 405-416). Routledge, Taylor & Francis Group.
Google Scholar
 
 
40.
Ogan-Bekiroglu, F., & Akkoç, H. (2009). Preservice teachers’ instructional beliefs and examination of consistency between beliefs and practices. International Journal of Science and Mathematics Education, 7(6), 1173-1199. https://doi.org/10.1007/s10763....
CrossRef
 
Google Scholar
 
 
41.
Roberts, D. (2015). Curriculum emphasis. In R. F. Gunstone (Ed.), Encyclopedia of science education (pp. 264-279). Springer Reference.
Google Scholar
 
 
42.
Roberts, D. A. (1982). Developing the concept of “curriculum emphases” in science education. Science Education, 66(2), 243-260. http://doi.org/10.1002/sce.373....
CrossRef
 
Google Scholar
 
 
43.
Rollnick, M., Bennett, J., Rhemtula, M., Dharsey, N., & Ndlovu, T. (2008). The place of subject matter knowledge in pedagogical content knowledge: A case study of South African teachers teaching the amount of substance and chemical equilibrium. International Journal of Science Education, 30(10), 1365-1387. https://doi.org/10.1080/095006....
CrossRef
 
Google Scholar
 
 
44.
Schwartz, R., Lederman, N. G., & Lederman, J. S. (2008). An instrument to assess views of scientific inquiry: The VOSI questionnaire [Paper presentation]. The annual meeting of the National Association for Research in Science Teaching, Bartimore BA.
Google Scholar
 
 
45.
World Bank (Ed.). (2010). The education system in Malawi. World Bank.
Google Scholar
 
 
Share
Send by email
RELATED ARTICLE
Lexical ambiguities in statistics declared by in training and in-service teachers
Exploring science teachers’ views about the nature of science and the implications on their pedagogical content knowledge: A case of 11 in-service South African teachers
School Scientific Argumentation Enriched by Digital Technologies: Results With Pre- and in-Service Science Teachers
Teaching and Assessment Methods: STEM Teachers’ Perceptions and Implementation
Upper Primary Students’ Views Vis-à-Vis Scientific Reasoning Progress Levels in Physics
Indexes
 
Keywords index
Topics index
Authors index
eISSN:1305-8223
ISSN:1305-8215
Journals System - logo
© 2006-2024 Journal hosting platform by Bentus
Scroll to top