Abstract
Even since Shulman introduced the concept of pedagogical content knowledge (PCK), in 1986, many scholars have been interested in studying the effects and implications of a teachers PCK on student learning. But few research have investigated the appropriateness of PCK from students perspective. The purpose of this study was to develop students perceptions of teachers pedagogical content knowledge (SPOTPCK) questionnaire to investigate the nature of PCK.
Theoretical claims and empirical research in PCK were used to design questions and sub-scales for the SPOTPCK. Expert science teachers and students and face validity of the instrument were established. An initial version of the instrument was administered to 634 students and five subscales were derived based on factor analysis of the data. The final version of SPOTPCK was administered to 935 students in 10 schools in central Taiwan. Analysis of these data showed students were able to identify aspects of teachers PCK. The total Cronbach of the SPOTPCK was 0.95, a arranged from 0.30 to 0.90 among the five subscales. Implications and applications of the SPOTPCK are discussed.
Keywords: | pedagogical content knowledge; questionnaire development; science teaching; students perceptions |
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