Publicação: Volume
35, Number 9, 1 June 2013 , pp. 1590-1624(35)
Título do artigo: Pedagogical Transformations of Science Content
Knowledge in Korean Elementary Classrooms
Abstract:
While a solid understanding of science content
knowledge is important in developing expertise in science teaching, it is not
necessarily a sufficient condition to teach science effectively in elementary
schools. Teachers need to have the ability to transform their knowledge into
forms learnable by students. Based on this perspective, the current study
explored how science content knowledge was pedagogically transformed in Korean
elementary classrooms. Data sources included video-recorded science lessons of
five elementary teachers in a metropolitan city of Korea. The analysis of the
data revealed that the Korean teachers often engaged in transforming science
content knowledge by means of different semiotic modes, including language,
pictures, materials, actions, and their complex combinations. Further, their
representations of scientific knowledge were in diverse forms, such as
personifications, analogies, quiz questions, pictorial models, diagrams,
animations, real-life examples, hand demonstrations, videos, flash tools, and
songs-and-dances. Future research involving a wider range of participants, such
as students, content specialists, and teachers with weak and strong content
understanding, was suggested to confirm the findings of this study and find
more various ways of pedagogical transformation of science subject matter knowledge.
Keywords: Elementary teacher; Multimodal representation; Pedagogical transformation; Science content knowledge; Teacher expertise
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