A systematic review of pedagogical content knowledge for teaching nature of science / Jasmine Jain, Lee Yee Ling and Mok Shu Jin
This paper addresses the critical nexus between Pedagogical Content Knowledge for Nature of Science (PCK-NOS) and effective science teaching. Employing a systematic review following PRISMA guidelines, the study explores key characteristics and elements of PCK-NOS across selected articles (1990-2021)...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | en |
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Universiti Teknologi MARA
2024
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| Subjects: | |
| Online Access: | https://ir.uitm.edu.my/id/eprint/111481/1/111481.pdf https://ir.uitm.edu.my/id/eprint/111481/ https://ajue.uitm.edu.my/ |
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| Summary: | This paper addresses the critical nexus between Pedagogical Content Knowledge for Nature of Science (PCK-NOS) and effective science teaching. Employing a systematic review following PRISMA guidelines, the study explores key characteristics and elements of PCK-NOS across selected articles (1990-2021). The analysis reveals three themes on PCK-NOS publications and four overarching themes on PCK-NOS framework elements. Discussions highlight the inadequacies of teachers' PCK-NOS, emphasizing the challenges in delivering NOS-infused science lessons. Contrary to prior assumptions, the paper challenges the simplistic link between teachers' NOS conceptions and PCK-NOS proficiency. The study underscores the pivotal role of subject matter knowledge, pedagogical knowledge, and the integration of assessment and pedagogical practices in fostering effective PCK-NOS. In conclusion, the study advocates for explicit exposure and training for teachers to enhance their competence in teaching content knowledge, especially in the context of NOS-integrated instruction. The identified knowledge bases provide valuable insights for future interventions and teacher training programs, emphasizing the multifaceted nature of PCK-NOS and its crucial significance in advancing science education. |
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