Teachers' Pedagogical Content Knowledge on Socioscientific Issues and Social Justice
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| Title: | Teachers' Pedagogical Content Knowledge on Socioscientific Issues and Social Justice |
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| Language: | English |
| Authors: | Augusto Z. Macalalag (ORCID |
| Source: | Turkish Journal of Education. 2024 13(5):484-507. |
| Availability: | Turkish Journal of Education. Available from: Mehmet Tekerek. Azerbaycan Avenue 64/22 Onikisubat, Kahramanmaras TR 46040 Turkey. Tel: +90-505-383-7988; e-mail: turjeorg@gmail.com. Web site: https://dergipark.org.tr/en/pub/turje |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2101395 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | STEM Education, Pedagogical Content Knowledge, Teacher Competencies, Scientific Literacy, Science and Society, Faculty Development, Secondary School Teachers, Program Effectiveness, Social Justice, Social Problems, Foreign Countries, Culturally Relevant Education, Teacher Attitudes, Knowledge Level |
| Geographic Terms: | Australia |
| ISSN: | 2147-2858 |
| Abstract: | Reforms in STEM education call for reframing teachers' pedagogical content knowledge (PCK) by focusing on development of students' knowledge and scientific literacy through socioscientific issues (Lee, 2016; Zeidler, 2016; Johnson et al., 2022). We developed a two-year professional development (PD) for 6-12th grade STEM teachers that embedded SSI framework into their teaching. An analysis of survey and interview data from 24 teachers over two years and data from nine focus group interviews and pre/post surveys were used to answer our research questions on the enhancement of teachers' SSI pedagogical practices, and PCK for integrating social justice to their lessons. Our findings suggest that the PD was beneficial to participating teachers and improved their comfortability and experience teaching SSI. Moreover, our teachers developed PCK for teaching STEM through the lens of social justice in several ways, including considering different perspectives and backgrounds, connecting to current events and issues relevant to students' lives and engaging students in decision making and problem solving to make a positive impact in their communities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1472563 |
| Database: | ERIC |
| Abstract: | Reforms in STEM education call for reframing teachers' pedagogical content knowledge (PCK) by focusing on development of students' knowledge and scientific literacy through socioscientific issues (Lee, 2016; Zeidler, 2016; Johnson et al., 2022). We developed a two-year professional development (PD) for 6-12th grade STEM teachers that embedded SSI framework into their teaching. An analysis of survey and interview data from 24 teachers over two years and data from nine focus group interviews and pre/post surveys were used to answer our research questions on the enhancement of teachers' SSI pedagogical practices, and PCK for integrating social justice to their lessons. Our findings suggest that the PD was beneficial to participating teachers and improved their comfortability and experience teaching SSI. Moreover, our teachers developed PCK for teaching STEM through the lens of social justice in several ways, including considering different perspectives and backgrounds, connecting to current events and issues relevant to students' lives and engaging students in decision making and problem solving to make a positive impact in their communities. |
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| ISSN: | 2147-2858 |
