ABSTRACT

Background

Effective science teaching requires a specialised body of knowledge. Researchers have recognised the importance of understanding the incoming knowledge that pre-service science teachers (PSTs) bring to their initial teacher education. However, although many studies have focused on PSTs’ declarative knowledge or the knowledge that informs their lesson planning decisions, few have considered the knowledge that PSTs activate and use in contexts similar to authentic classroom situations.

Purpose

This study investigated the nature of PSTs’ incoming usable knowledge for teaching science. Specifically, it utilised two video-based tasks, a video annotation task and an interactive video analysis task, to explore and characterise the nature of two forms of usable knowledge: knowledge that informs PSTs’ analysis of classroom situations and knowledge that informs their in-the-moment instructional decision-making.

Methods

Fourteen PSTs attempted two video-based tasks at the beginning of a science major methods course. Their responses in the two tasks were analysed qualitatively to shed light on the two abovementioned forms of usable knowledge.

Findings

The PSTs readily identified the general pedagogical knowledge (PK) and topic-specific pedagogical content knowledge (PCK), but not the discipline-specific PCK displayed by the teacher shown in the videos. Second, the PSTs readily identified examples of students’ non-cognitive engagement or content-generic thinking in the videos. The PSTs tended to describe rather than activate their knowledge of student understanding to interpret the examples of students’ cognitive thinking identified in the videos. Third, the PSTs relied primarily on PK, not PCK, to suggest alternative instructional strategies/representations. Finally, the PSTs’ responses were seldom connected with emergent student thinking; instead, PSTs relied on PK rather than PCK in their on-the-fly teaching decisions.

Conclusion

The study delineated two forms of PSTs’ usable knowledge for teaching science and exemplified how video-based instruments can be used to systematically investigate teachers’ usable knowledge for teaching science.

中文翻译：

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使用基于课堂视频的仪器来描述职前科学教师为科学教学传入的可用知识

摘要

背景

有效的科学教学需要专门的知识体系。研究人员已经认识到了解职前科学教师 (PST) 为他们的初始教师教育带来的新知识的重要性。然而，尽管许多研究都侧重于 PST 的陈述性知识或为他们的课程计划决策提供信息的知识，但很少有人考虑 PST 在类似于真实课堂情境的情境中激活和使用的知识。

目的

本研究调查了 PST 传入的可用于科学教学的可用知识的性质。具体来说，它利用了两个基于视频的任务，一个视频注释任务和一个交互式视频分析任务，来探索和描述两种可用知识形式的性质：为 PST 分析课堂情况提供信息的知识和为他们的内部情况提供信息的知识。即时教学决策。

方法

十四名 PST 在科学专业方法课程开始时尝试了两项基于视频的任务。对他们在两项任务中的回答进行了定性分析，以阐明上述两种形式的可用知识。

发现

PST 很容易识别出一般教学知识 (PK) 和特定主题的教学内容知识 (PCK)，但无法识别视频中教师展示的特定学科的 PCK。其次，PST 很容易在视频中识别出学生的非认知参与或内容通用思维的例子。PST 倾向于描述而不是激活他们对学生理解的知识来解释视频中确定的学生认知思维的例子。第三，PST 主要依靠 PK 而不是 PCK 来建议替代教学策略/表示。最后，PST 的反应很少与学生的新兴思维联系起来；相反，PST 在其即时教学决策中依赖于 PK 而不是 PCK。

结论

该研究描述了两种形式的 PSTs 可用于教学科学的知识，并举例说明了如何使用基于视频的工具来系统地调查教师可用于教学科学的知识。