I want to develop the TSPCK-based instruction to teach a pre-service teachers and study its impact on the conceptual understanding and motivations.
A well designed (pedagogically) package can be used to know the difference between traditional teaching and modern teaching. For the research purpose I have developed more than 50 self-learning packages. A package includes maximum resources to fulfill the learning people. After taking pre-test the content will be shown to the learners. then again take a test. the difference will shown the pedagogical strength of the content Sample of the Contents can download here. https://vinganam.blogspot.com/p/interactive-self-learning-packages.html
Do see the work of Rollnick Chapter A Grand Rubric for Measuring Science Teachers’ Pedagogical C...
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Topic specific pedagogical content knowledge (TSPCK) is the basis by which knowledge of subject matter of a particular topic is conveyed to students. This includes students' prior knowledge, curricular saliency, what makes a topic easy or difficult to teach, representations, and teaching strategies. TSPCK is renowned for enabling teachers to pedagogically transform difficult content of specific science topics into forms best understandable by learners
The quality of TSPCK is influenced by both the knowledge of the content specific components as well as their interaction amongst each other. This definition distinguishes TSPCK from the broader PCK in that it has a selective focus on Content Knowledge (CK) and the specific knowledge that transforms it.
based on numerous studies conducted majority our science teachers lacked the science processes skills than on content knowledge. they are more apt in teaching pedagogical content knowledge-based instruction than on the process skills. they can teach well science concepts like chlorophyll, cloud condensation using different pedagogy like slide show, use of video clip, use of cartoons and talking drawing and yet in the end they fail to process what their learners have learned from that content.. they poorly performed how to generalize the concepts, how to
make deductions and other process skills that they ought to develop in the learners. for me i suggest to use talking drawing strategy, Probex-predict-obesrve-explain
It means having a deep knowledge about the science course we teach.
Pedagogical Content Knowledge deals with the pedagogical skills needed to certain teacher' knowledge. It integrates knowledge with pedagogy.
Shulman (1986) was the first scientist who referred to this term.
Pedagogical content knowledge (PCK) is defined as the knowledge that discriminates a chemistry teacher from a chemist by Shulman who coined the PCK term. There is rich and deep literature on PCK. I mean, there are many different aspects of PCK that researchers have been working on. Regarding topic-specific PCK, in the PCK literature, Veal and MaKinster (1999) proposed the General taxonomy of PCK. In that taxonomy, there are general PCK (i.e., for teaching science or history), domain-specific PCK (i.e., for chemistry or biology teaching), and topic-specific PCK (i.e., for teaching a topic under a science domain such as teaching redox reactions). In the PCK literature, PCK has been defined as topic-specific, which means that teaching chemical equilibrium requires different knowledge and skills from teaching gas laws. My dissertation is about the comparison of experienced chemistry teachers' PCK for teaching different chemistry topics. The paper published from my dissertation is entitled 'Examination of the topic-specific nature of pedagogical content knowledge in teaching electrochemical cells and nuclear reactions'. I hope it would be useful for your work.
There are some very good responses already. I'll be more colloquial then.
Basically, there is a great gap between the content and the way it is supposed to be deivered to students. Without a proper didactic transformation - turning it into "edible" content by choosing an appropriate level, deepness, methods, forms, length is impossible. Respecting these parameters answers your question ;-)
I think that the basis for choosing the content of science education is the educational goals or learning outcomes
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