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RESEARCH PRODUCT

Influence of Content Knowledge on Pedagogical Content Knowledge: The case of teaching photosynthesis and plant growth

Markku KäpyläJussi‐pekka HeikkinenTuula Asunta

subject

Plant growthLehrende Erziehende LernendeContext effect4. EducationKnowledge level05 social sciencesContent knowledge Pedagogical content knowledge Photosynthesis and growth of plants Primary student teachers Secondary student teachers Teacher education050301 educationStudent teacherEducationddc:370PedagogyCurriculum Teaching DidacticsMathematics education0501 psychology and cognitive sciencesSocial Sciences & HumanitiesUnterricht DidaktikScience curriculumBildung und ErziehungTeachers Students PupilsContent knowledgePsychology0503 education050104 developmental & child psychology

description

International audience; Abstract The aim of the research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The biological content photosynthesis and plant growth was used as an example. The research sample consisted of 10 primary and 10 secondary (biology) teacher students. Questionnaires, lesson preparation task and an interview were used to collect data. Primary student teachers' were not aware of students' conceptual difficulties and had problems in choosing the most important content. Neither of the groups had knowledge on suitable experiments and demonstrations, which indicates that PCK should be explicitly taught. The usefulness of PCK and some related constructs in initial teacher training is discussed. Keywords: Content knowledge, Pedagogical content knowledge, Photosynthesis and growth of plants, Primary student teachers, Secondary student teachers, Teacher education

yearjournalcountryeditionlanguage
2009-06-01International Journal of Science Education
https://doi.org/10.1080/09500690802082168