文章基本信息

标题：Teachers’ knowledge that promote students’ conceptual understanding
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作者：Rosnidar Mansor ; Rosnidar Mansor ; Lilia Halim 等
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2010
卷号：9
页码：1835-1839
DOI：10.1016/j.sbspro.2010.12.410
语种：English
出版社：Elsevier
摘要：It has been argued that effective pedagogical content knowledge (PCK) could develop students’ conceptual understanding. However, there is lack of empirical evidence supporting the relationship between PCK and students’ understanding. This qualitative study was conducted to explore the components of teachers’ PCK and other related factors that promote students’ conceptual understanding in the topic of “Respiration” from the perspectives of teachers and students. The findings showed that components of teachers PCK; component of content knowledge, pedagogical knowledge, knowledge about students and knowledge of the context contributed to students’ conceptual understanding of “Respiration”. The study also found teachers’ attitudes and teachers’ emotions contributed to students’ understanding. This study showed that with the appropriate teachers’ attitudes and emotions coupled with effective PCK will ensure learning takes place. When learning process occurs, then only conceptual understanding of content can be achieved.
关键词：Teacher pedagogical content knowledge;teaching science;respiration