The elementary science teachers' pedagogical content knowledge and practices of schools under the Bangkok Metropolitan Administration

Abstract

This study examines the pedagogical content knowledge (PCK) held by 34 elementary science in-service teachers who teach at schools under the Bangkok Metropolitan Administration, in Don- Muang district. Purposive sampling was used to select research participants. Data sources consist of questionnaires and documents from 34 teachers and semi-structured interview with 10 teachers. Using qualitative analysis and interpretive framework led to the construction of research result of participants. This study found that in-service elementary science teachers do not have appropriate pedagogical content knowledge. The lack of PCK obstructs them in teaching to the goals of educational reform. Most teachers have problems with knowledge about instructional strategies, learners and learning, and assessment. Although the teachers realize the importance of teaching science by the inquiry approach, they still teach with lecturing method to transfer scientific knowledge to their students. The teachers lack an understanding about how to represent science concepts in ways that encourage students to engage in meaningful learning and they do not try to explore their studentsû prior knowledge. For the assessment aspect, the teachers realize the importance of assessment of studentûs learning but they cannot integrate various assessment methods into their teaching. Because the teachers have incomplete PCK, they always act as teacher-centred teachers more than student-centered. Institutions responsible for producing and developing science teachers are recommended to create and provide professional development programs for enhancing the development of teachersû pedagogical content knowledge and to help them to create constructivist classrooms.