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A South African beginner natural sciences teacher’s articulated PCK-in-practice with respect to electric circuits: A case study

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Dudu, Washington T., Poti, Joyce G., Sebatana, Motlhale J.·2022·Eurasia Journal of Mathematics, Science and Technology Education
DOI 10.29333/ejmste/12426
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Abstract

Literature shows that science teachers’ development and practice of PCK have always been a concern in science education research. Globally, national policies have begun to underscore the instruction of science teachers as a great concern. This study is considered worthwhile, as it intended to address this gap by exploring a beginner teacher’s PCK knowledge and articulated PCK-in-practice. One participant was purposefully sampled. An exploratory qualitative case study was conducted, and the beginner natural sciences teacher’s PCK of teaching grade 9 electric circuits was explored and analysed through an in-depth enquiry. First, the participant was interviewed, then classroom observations were conducted. The observations were video recorded while the topic in question was being taught. The PCK classroom observations schedule was adopted from Barendsen and Henze (2019). A post-classroom observation interview was conducted. Saldaña’s (2009) model and Pitjeng’s (2014) topic specific PCK rubric were adopted as analytical tools. The findings of this study show that the participant ignored students’ contributions and debates because the lessons were teacher centred. The participant highlighted difficulties linking theoretical classroom science concepts with learners’ real-life experiences. This study is important, as it shows the interconnections of PCK knowledges and how they play a significant role in a teacher’s articulated PCK-in-practice with respect to electric circuits.

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Metadata

Authors
Dudu, W. T., Poti, J. G., & Sebatana, M. J.
Affiliations
North-West University (ZA)
Corresponding author
Dudu, Washington T.
ORCID
Venue
Eurasia Journal of Mathematics, Science and Technology Education
Publisher
Modestum Ltd
Published
2022-09-05
Volume
18
Issue
10
Pages
em2161
ISSN
  • 1305-8215 (ISSN-L)
  • 1305-8223
DOI
10.29333/ejmste/12426
OpenAlex
W4294691587
Cited by
10
References
2
Citations by year
2026: 1 · 2025: 2 · 2024: 4 · 2023: 3
FWCI
4.85
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
Eurasia Journal of Mathematics Science and Technology Education (publishedVersion, cc-by)
Topics
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
pedagogical content knowledge, novice teachers, science education, electrical circuits, teacher knowledge, teacher-centered instruction, student contributions, real-life experience, grade 9 science, South Africa

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Dudu, W. T., Poti, J. G., & Sebatana, M. J. (2022). A South African beginner natural sciences teacher’s articulated PCK-in-practice with respect to electric circuits: A case study. Eurasia Journal of Mathematics, Science and Technology Education. https://doi.org/10.29333/ejmste/12426