Teachers' Curriculum Designs as a Lens to Dive Into Their Pedagogical Content Knowledge for Modeling

• In Event: Poster Session 2
  In Poster Session: Science Teaching and Learning SIG Poster Session 2

Abstract

This study aims to identify the characteristics of teachers’ Modeling-Centered Inquiry (MCI) curriculum materials and use them as a lens to examine aspects of their pedagogical content knowledge (PCK) for MCI. The participants were twenty teachers enrolled in a professional development course in the context of which they re-designed a unit from national science curriculum by adapting the MCI approach. The data sources involved teachers’ curriculum materials that were analyzed with the use of grounded theory methodology. The analysis revealed seven critical standpoints through which teachers’ characteristics of curriculum materials were clustered along three levels of increased sophistication. Three different PCK teacher profiles emerged that provide insights of how teachers’ PCK for MCI has been influenced by the course.

Authors

• Marios Papaevripidou, University of Cyprus

• Zacharias C. Zacharia, University of Cyprus