Exploring biology teachers' pedagogical content knowledge in the teaching of genetics in Swaziland science classrooms

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dc.contributor.author Mthethwa-Kunene, Eunice
dc.contributor.author Onwu, Gilbert O.M.
dc.contributor.author De Villiers, J.J.R. (Rian)
dc.date.accessioned 2015-07-07T11:07:25Z
dc.date.available 2015-07-07T11:07:25Z
dc.date.issued 2015-04
dc.description.abstract This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students’ preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, postlesson teacher questionnaire and document analysis of teacher’s reflective journals and students’ work samples. The results showed that the teachers’ individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students’ internalization of the concepts. The finding that all four teachers lacked knowledge of students’ genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers’ continuing PCK development. Implications of the findings for biology teacher education are briefly discussed. en_ZA
dc.description.embargo 2016-04-15 en_ZA
dc.description.librarian hb2015 en_ZA
dc.description.uri http://www.tandfonline.com/loi/tsed20 en_ZA
dc.identifier.citation Eunice Mthethwa-Kunene, Gilbert Oke Onwu & Rian de Villiers (2015) Exploring Biology Teachers’ Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms, International Journal of Science Education, 37:7, 1140-1165, DOI:10.1080/09500693.2015.1022624. en_ZA
dc.identifier.issn 0950-0693 (print)
dc.identifier.issn 1464-5289 (online)
dc.identifier.other 10.1080/09500693.2015.1022624
dc.identifier.uri http://hdl.handle.net/2263/46317
dc.language.iso en en_ZA
dc.publisher Routledge en_ZA
dc.rights © 2015 Taylor & Francis. This is an electronic version of an article published in International Journal of Science Education , vol. 37, no.7, pp. 1140-1165, 2015. doi : 10.1080/09500693.2015.1022624. International Journal of Science Education is available online at : http://www.tandfonline.comloi/tsed20 en_ZA
dc.subject Pedagogical content knowledge (PCK) en_ZA
dc.subject School genetics en_ZA
dc.subject Biology teacher en_ZA
dc.subject PCK development en_ZA
dc.title Exploring biology teachers' pedagogical content knowledge in the teaching of genetics in Swaziland science classrooms en_ZA
dc.type Postprint Article en_ZA


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