Science Teacher Educators’ Engagement with Pedagogical Content Knowledge and Scientific Inquiry in Predominantly Paper-Based Distance Learning Programs

Authors : William J FRASER

Pages : 35-51

Doi:10.17718/tojde.340375

View : 22 | Download : 12

Publication Date : 2017-10-01

Article Type : Research Paper

Abstract :This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge insert ignore into journalissuearticles values(PCK); to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science insert ignore into journalissuearticles values(NOS);, and by the Nature of Scientific Inquiry insert ignore into journalissuearticles values(NOSI);. Furthermore, science educators’ own PCK, and the limitations of a predominantly paper-based distance education insert ignore into journalissuearticles values(DE); model of delivery are challenges that they have to face when introducing PCK and authentic inquiry-based learning experiences. It deprives them and their students from optimal engagement in a science-oriented community of practice, and leaves little opportunity to establish flourishing communities of inquiry. This study carried out a contextual analysis of the tutorial material to assess the PCK that the student teachers had been exposed to. This comprised the ideas of a community of inquiry, a community of science, the conceptualization of PCK, scientific inquiry, and the 5E Instructional Model of the Biological Sciences Curriculum Study. The analysis confirmed that the lecturers had a good understanding of NOS, NOSI and science process skills, but found it difficult to design interventions to optimize the PCK development of students through communities of inquiry. Paper-based tutorials are ideal to share theory, policies and practices, but fail to monitor the engagement of learners in communities of inquiry. The article concludes with a number of suggestions to address the apparent lack of impact power of the paper-based mode of delivery, specifically in relation to inquiry-based teaching and learning insert ignore into journalissuearticles values(IBTL);.
Keywords : Pedagogical content knowledge, nature of science, nature of scientific inquiry, community of inquiry, inquiry based teaching and learning