온-오프라인 혼합 학습환경에서 중등과학교사의 학습환경 특이적인 PCK 요소 및 하위요소

Translated title of the contribution: Secondary Science Teachers’ PCK Components and Subcomponents Specific to the Learning Environment in an Online-offline Mixed Learning Environment

Jisu Kim, Aeran Choi

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of this study was to investigate secondary science teachers’ PCK components and subcomponents that are specific to online and offline learning environment. Data collection consisted of survey, class observation, and individual interviews of twelve science teachers. This study used a theoretical framework of PCK for deductive data analysis and articulated codes and themes through the following inductive analysis. Data analysis revealed that each of PCK components showed different specificity to the online and offline learning environment. And subcomponents of each PCK component were different according to the specificity of the online and offline learning environment. Teaching orientation toward science had a specific orientation for the online learning environment, i.e., ‘learning science concept’ and ‘lecture centered instruction.’ Knowledge of the science curriculum had online-offline mixed learning environment specific knowledge, i.e., ‘reorganization of curriculum’ and online learning environment specific knowledge, i.e., ‘development of learning goal’ and ‘science curricular materials.’ Knowledge of science teaching strategies had online learning environment specific knowledge, i.e., ‘topic-specific strategy’, ‘subject-specific strategy’, and ‘interaction strategy’ and COVID-19 offline learning environment specific knowledge, i.e., ‘topic-specific strategy’ and ‘interaction strategy’. Knowledge of student science understanding had online learning environment specific knowledge, i.e., ‘student preconception’, ‘student learning difficulty’, ‘student motivation and interest’, and ‘student diversity’ and COVID-19 offline learning environment specific knowledge, i.e., student learning difficulty’. Knowledge of science assessment had online-offline mixed learning environment specific knowledge and online learning environment specific knowledge, i.e., assessment contents and assessment methods for each.

Translated title of the contributionSecondary Science Teachers’ PCK Components and Subcomponents Specific to the Learning Environment in an Online-offline Mixed Learning Environment
Original languageKorean
Pages (from-to)472-492
Number of pages21
JournalJournal of the Korean Chemical Society
Volume66
Issue number6
DOIs
StatePublished - 20 Dec 2022

Bibliographical note

Publisher Copyright:
© 2022 Korean Chemical Society. All rights reserved.

Keywords

  • Online and offline learning environment
  • PCK
  • Secondary science teacher

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