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Prospective Elementary School Teachers' Science PCK: An Analysis of Perceptions and Implicit Knowledge

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Title: Prospective Elementary School Teachers' Science PCK: An Analysis of Perceptions and Implicit Knowledge
Language: English
Authors: Atika Dwi Evitasari (ORCID 0009-0006-3339-7368), Insih Wilujeng (ORCID 0000-0003-1900-7985), Entoh Tohani (ORCID 0000-0003-0307-3945), Anita Dewi Astuti (ORCID 0000-0001-6809-4419), Merti Triyanti (ORCID 0000-0003-0605-3237), Faridl Musyadad (ORCID 0000-0002-3968-7845)
Source: European Journal of STEM Education. 2025 10(1).
Availability: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Pedagogical Content Knowledge, Preservice Teachers, Elementary School Teachers, Science Teachers, Knowledge Level, Inquiry, Student Centered Learning, Prior Learning, Teaching Methods, Hands on Science, Barriers, Student Characteristics, Curriculum, Evaluation Methods, Microteaching, Reflection, Supervision, Foreign Countries
Geographic Terms: Indonesia
ISSN: 2468-1954
2468-4368
Abstract: PCK is crucial for prospective elementary school teachers to deliver effective science instruction. However, research on how they understand and implement PCK, especially in developing countries, remains limited. This qualitative study explored prospective teachers' perceptions and implementation of key PCK components in science instruction through in-depth interviews and narrative frameworks, followed by thematic analysis. The results showed a fairly comprehensive understanding of five core PCK elements: pedagogical orientation, student characteristics, curriculum content, instructional strategies, and assessment methods. Participants demonstrated awareness of inquiry-based and student-centered approaches, the need to diagnose students' prior knowledge, and the use of diverse instructional and assessment strategies. However, practice remained dominated by teacher-centered methods with limited hands-on science activities. Internal and external barriers hindered effective PCK implementation. This study highlights the need for holistic PCK development integrating content mastery, pedagogical skills, student understanding, and authentic assessment. Teacher education programs are encouraged to strengthen contextual teaching experiences through microteaching, inquiry-based field practice, and reflective supervision. Longitudinal research is recommended to track PCK development from university training to early teaching careers, as well as involving prospective teachers from non-science backgrounds to identify gaps in content knowledge and pedagogical approaches.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497279
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Prospective Elementary School Teachers' Science PCK: An Analysis of Perceptions and Implicit Knowledge
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  Data: <searchLink fieldCode="AR" term="%22Atika+Dwi+Evitasari%22">Atika Dwi Evitasari</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-3339-7368">0009-0006-3339-7368</externalLink>)<br /><searchLink fieldCode="AR" term="%22Insih+Wilujeng%22">Insih Wilujeng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1900-7985">0000-0003-1900-7985</externalLink>)<br /><searchLink fieldCode="AR" term="%22Entoh+Tohani%22">Entoh Tohani</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0307-3945">0000-0003-0307-3945</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anita+Dewi+Astuti%22">Anita Dewi Astuti</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6809-4419">0000-0001-6809-4419</externalLink>)<br /><searchLink fieldCode="AR" term="%22Merti+Triyanti%22">Merti Triyanti</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0605-3237">0000-0003-0605-3237</externalLink>)<br /><searchLink fieldCode="AR" term="%22Faridl+Musyadad%22">Faridl Musyadad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3968-7845">0000-0002-3968-7845</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+STEM+Education%22"><i>European Journal of STEM Education</i></searchLink>. 2025 10(1).
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  Data: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
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  Data: Y
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  Data: 15
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Hands+on+Science%22">Hands on Science</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Microteaching%22">Microteaching</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Supervision%22">Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2468-1954<br />2468-4368
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: PCK is crucial for prospective elementary school teachers to deliver effective science instruction. However, research on how they understand and implement PCK, especially in developing countries, remains limited. This qualitative study explored prospective teachers' perceptions and implementation of key PCK components in science instruction through in-depth interviews and narrative frameworks, followed by thematic analysis. The results showed a fairly comprehensive understanding of five core PCK elements: pedagogical orientation, student characteristics, curriculum content, instructional strategies, and assessment methods. Participants demonstrated awareness of inquiry-based and student-centered approaches, the need to diagnose students' prior knowledge, and the use of diverse instructional and assessment strategies. However, practice remained dominated by teacher-centered methods with limited hands-on science activities. Internal and external barriers hindered effective PCK implementation. This study highlights the need for holistic PCK development integrating content mastery, pedagogical skills, student understanding, and authentic assessment. Teacher education programs are encouraged to strengthen contextual teaching experiences through microteaching, inquiry-based field practice, and reflective supervision. Longitudinal research is recommended to track PCK development from university training to early teaching careers, as well as involving prospective teachers from non-science backgrounds to identify gaps in content knowledge and pedagogical approaches.
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  Data: As Provided
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1497279
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: Prior Learning
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Hands on Science
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Evaluation Methods
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      – SubjectFull: Microteaching
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      – SubjectFull: Reflection
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      – SubjectFull: Supervision
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Prospective Elementary School Teachers' Science PCK: An Analysis of Perceptions and Implicit Knowledge
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