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Classroom learning guided by teaching content knowledge: the impact on Teachers' ability and students' chemistry performance

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Document pages: 10 pages

Abstract: The purpose of this study is to investigate the effectiveness of teaching content knowledge guided classroom learning (pckls) as an intervention measure, so as to cultivate teachers PCK ability and improve students performance in concept understanding and problem-solving skills. A quasi experimental design was used to compare teachers ability and students achievement between pckls group and conventional group. In the pckls group, the intervention included the study group planning the course and teaching the planned course, while the PCK observation was conducted by the researcher and another teacher in the group, including a feedback meeting. Another teacher in the research team implemented the improvement at each stage of the course learning cycle and finally revised itson plans based on the consolidated suggestions for improvement. Analyses of data showed that there was a significant difference in the science teacher competencies of the PCKLS group teacher respondents compared to those of the conventional group. Also, student respondents showed a significant increase on mean scores in terms of conceptual understanding and problem-solving skills. Therefore, it was concluded that PCKLS was an effective method to develop the teachers’ PCK competencies and student achievement in terms of conceptual understanding and problem solving. This study recommends that this intervention be used across chemistry topics and in other science classes such as Biology, Earth and Environmental Science, Physics, and Mathematics.

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