This study tested a hypothesis that focused on whether or not teachers' pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher's PCK level as measured by the PCK rubric (Park et al. 2008) and the degree to which his/her classroom is reform-oriented as measured by RTOP (Sawada et al. 2002). Data included 33 instructional sessions of photosynthesis and heredity videotaped with 7 high school biology teachers. Each session was given a score on both the PCK rubric and RTOP by two independent raters. Results indicate that PCK score is significantly related to RTOP score in terms of both total score (r=. 831, p < . 01) and sub-component scores (ranging from r=. 616 to . 805, p < . 01). Implications for science teacher education and future research are discussed.
- Knowledge of instructional strategies and representations
- Knowledge of student understanding
- Pedagogical content knowledge
- Reform-based science education
ASJC Scopus subject areas