Mapping out Collective Pedagogical Content Knowledge of Teaching with Living Organisms in Biology Classes

• In Event: AERA Poster Session Saturday 1:45 pm
  In Poster Session: Understanding Teacher Learning and Practice in Science Education

Abstract

This study explores collective pedagogical content knowledge (cPCK) regarding teaching with living organisms in biology education. Using the Refined Consensus Model, we analyzed 71 curriculum materials from a German biology education magazine through qualitative content analysis. Materials were authored by three professional communities: in-service biology teachers, biology teacher educators, and biologists. Four PCK facets were examined: curriculum knowledge, student understanding, instructional strategies, and assessment knowledge. Preliminary results reveal no significant differences in cPCK among communities, suggesting shared understanding of teaching with living organisms. However, analysis indicates predominant use of texts over real organisms, limited attention to student fears and misconceptions, and focus on visible rather than deep learning structures. Findings suggest current cPCK inadequately reflects research-based best practices for biological experiences.

Authors

• Leroy Großmann, Freie Universität Berlin

• Maren Koberstein-Schwarz, IPN