Exploring Relationships Among Science Teachers’ Pedagogical Content Knowledge, Epistemic Orientations, and Implementation of Model-Based Teaching

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Abstract

This study explores the relationship between pedagogical content knowledge (PCK) and epistemological orientations (EOs) in the context of implementing Modeling Instruction (MI), filling research gaps on teacher-level constructs impacting science reform adoption. Insights for improving professional development and mentoring to enhance knowledge and foster reform-congruent beliefs are provided. A mixed methods design analyzed PCK and EOs’ influence on two teachers’ instructional decisions during MI implementation. Findings reveal impacts of PCK integration levels and epistemic alignment on MI implementation and teachers’ reflective processes. PCK alone did not explain teachers’ in-the-moment decisions and EOs were vital for interpreting these cases, suggesting future work should clarify conceptualizations of PCK to determine the quality PCK necessary for reform-congruent science teaching.

Authors

• Grace Carroll, North Carolina State University

• Soonhye Park, North Carolina State University

• Matt Reynolds, North Carolina State University

• Amanda F. Hall, Empower Action, LLC

• Laura Chalfant

• Scott Ragan, North Carolina State University

• Jason L. Painter, North Carolina State University