Examining Instructional Variations in Advanced Placement and Introductory Science Courses From the Perspective of Pedagogical Content Knowledge

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Abstract

This study examined instructional variations between an AP and an introductory science course taught by the same teacher and how pedagogical content knowledge (PCK) is related to the instructional variations. This exploratory qualitative study collected data including interviews, observations, and lesson plans from two high school science teachers who taught both AP and introductory courses in the same school. Data were analyzed through the constant comparative methods, deductive analysis using a priori codes, and enumerative approach. Results highlight that instructional differences were the result of each teacher’s approach to teaching rather than the level of the course. Furthermore, each teacher’s orientations to teaching science informed their instructional variations and enactment of PCK more than the level of the course.

Authors

• Robin Bulleri, North Carolina State University

• Soonhye Park, North Carolina State University