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- Publisher Website: 10.1002/tea.21810
- Scopus: eid_2-s2.0-85137326655
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Article: Situated and dynamic versus declarative and static forms of pedagogical content knowledge: An evaluation of the differences in test reactions and performance
Title | Situated and dynamic versus declarative and static forms of pedagogical content knowledge: An evaluation of the differences in test reactions and performance |
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Authors | |
Keywords | assessment pedagogical content knowledge teacher knowledge video |
Issue Date | 2-Sep-2022 |
Publisher | Wiley |
Citation | Journal of Research in Science Teaching, 2022, v. 60 How to Cite? |
Abstract | Pedagogical content knowledge (PCK) is an important target of science teacher knowledge assessment. Most studies that have assessed the PCK across a large sample of science teachers used a text-based approach to elicit and assess the more declarative and static form of teachers' PCK. Recently, small-scale qualitative studies have adopted a novel video-based approach to characterize the more situated and dynamic form of PCK underpinning a teacher's in-the-moment pedagogical reasoning. In this relatively large-scale mixed-methods study, these two approaches to assessing PCK were compared. Specifically, a counterbalanced design was adopted to compare the test scores of 147 Grade 7 biology teachers in a video-based PCK test with those of the same teachers in a text-based PCK test with the same content. A subgroup of teachers (N = 30) with different levels of PCK was interviewed to further understand their reactions to the test and how these might have affected their test performance. The results of paired-samples t tests showed that the teachers' PCK scores in the two types of test were significantly correlated, but their scores were significantly lower in the video-based test. In terms of teacher reactions, although the teachers considered both types of test to be fair, they regarded the video-based test as more authentic and more closely related to their job demands. The teachers reported putting more effort into the video-based test and feeling more immersed and engaged, but also experiencing greater cognitive demand and a higher level of anxiety. A multiple regression analysis revealed that the cognitive demand perceived by the teachers significantly predicted their PCK scores in the video-based test. The findings have implications for the valid design of video-based PCK tests. |
Persistent Identifier | http://hdl.handle.net/10722/342066 |
ISSN | 2023 Impact Factor: 3.6 2023 SCImago Journal Rankings: 1.906 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | She, Jianyun | - |
dc.contributor.author | Chan, Kennedy Kam Ho | - |
dc.date.accessioned | 2024-03-26T05:39:28Z | - |
dc.date.available | 2024-03-26T05:39:28Z | - |
dc.date.issued | 2022-09-02 | - |
dc.identifier.citation | Journal of Research in Science Teaching, 2022, v. 60 | - |
dc.identifier.issn | 0022-4308 | - |
dc.identifier.uri | http://hdl.handle.net/10722/342066 | - |
dc.description.abstract | <p>Pedagogical content knowledge (PCK) is an important target of science teacher knowledge assessment. Most studies that have assessed the PCK across a large sample of science teachers used a text-based approach to elicit and assess the more declarative and static form of teachers' PCK. Recently, small-scale qualitative studies have adopted a novel video-based approach to characterize the more situated and dynamic form of PCK underpinning a teacher's in-the-moment pedagogical reasoning. In this relatively large-scale mixed-methods study, these two approaches to assessing PCK were compared. Specifically, a counterbalanced design was adopted to compare the test scores of 147 Grade 7 biology teachers in a video-based PCK test with those of the same teachers in a text-based PCK test with the same content. A subgroup of teachers (<em>N</em> = 30) with different levels of PCK was interviewed to further understand their reactions to the test and how these might have affected their test performance. The results of paired-samples <em>t</em> tests showed that the teachers' PCK scores in the two types of test were significantly correlated, but their scores were significantly lower in the video-based test. In terms of teacher reactions, although the teachers considered both types of test to be fair, they regarded the video-based test as more authentic and more closely related to their job demands. The teachers reported putting more effort into the video-based test and feeling more immersed and engaged, but also experiencing greater cognitive demand and a higher level of anxiety. A multiple regression analysis revealed that the cognitive demand perceived by the teachers significantly predicted their PCK scores in the video-based test. The findings have implications for the valid design of video-based PCK tests.<br></p> | - |
dc.language | eng | - |
dc.publisher | Wiley | - |
dc.relation.ispartof | Journal of Research in Science Teaching | - |
dc.subject | assessment | - |
dc.subject | pedagogical content knowledge | - |
dc.subject | teacher knowledge | - |
dc.subject | video | - |
dc.title | Situated and dynamic versus declarative and static forms of pedagogical content knowledge: An evaluation of the differences in test reactions and performance | - |
dc.type | Article | - |
dc.identifier.doi | 10.1002/tea.21810 | - |
dc.identifier.scopus | eid_2-s2.0-85137326655 | - |
dc.identifier.volume | 60 | - |
dc.identifier.eissn | 1098-2736 | - |
dc.identifier.isi | WOS:000848676000001 | - |
dc.identifier.issnl | 0022-4308 | - |