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RESEARCH PAPER
Teachers’ Transformed Subject Matter Knowledge Structures of the Doppler Effect
Mpho Mosabala 1
 
 
 
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School of Education, University of the Witwatersrand, SOUTH AFRICA
 
 
Online publication date: 2018-04-10
 
 
Publication date: 2018-04-10
 
 
EURASIA J. Math., Sci Tech. Ed 2018;14(6):2407-2417
DOI: https://doi.org/10.29333/ejmste/89842
 
 
Article (PDF)
References (38)
 
KEYWORDS
concept maps
connectedness
correctness
Pedagogical Content Knowledge
subject matter knowledge
 
ABSTRACT
The pupils’ poor performance in science in South African secondary schools is well documented. Therefore, it is deemed necessary to conduct a study that would portray knowledge structures for teaching a science topic. This is an empirical qualitative interpretive multiple case study looking at four physical science teachers teaching Doppler Effect to Grade 12 pupils. The data was collected through classroom observations and teacher interviews. Data analysis was done using concept maps. The results show that teachers’ knowledge as portrayed during the teaching lack coherence and to some extent the correctness that is expected of teachers. The weaknesses are considered likely to compromise their pupils’ conceptual understanding of the topic.
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