Chinese Journal of Science Education

Abstract

The purpose of this study was to explore the impacts of secondary students’ perceptions of the PCK of science teachers using team teaching. Two teachers (one experienced and one novice) and 36 students were involved in this study. The study used a team teaching model. An earth science curriculum was implemented and lasted for one semester. The study used both quantitative and qualitative analyses. Data were collected from the Students’ Perceptions of Teacher Knowledge Questionnaire, reflection journals, learning diaries and interviews. The constant comparative analytic process and triangulation were utilized for generalizing the findings and categories. After the intervention, we found that the students’ perceptions of the experienced teacher’s PCK had improved and that a statistically significant difference existed except for the dimension of KSU. In IR, team teaching was more beneficial for using computer techniques to promote students’ learning interests. In RR, the teacher preferred using animation, stories and living examples to explain concepts in science. In SMK, students found the teacher would use more technology (e.g., computer) to integrate science and technology. In KSU, team teaching was beneficial for using multiple assessments to assess the students’ understanding. Finally, suggestions are provided for the science teacher professional development and future research.

_{[Chinese Version | Index | Chinese Journal of Science Education | Other Journals | Subscription form | Enquiry ]}

Mail any comments and suggestions to hkier-journal@cuhk.edu.hk .