|Keywords:||Chemistry; Education; Science Education; Pedagogical Content Knowledge; Chemical Bonding; Acid-Base Chemistry; PCK; PCK Component|
|Full text PDF:||http://rave.ohiolink.edu/etdc/view?acc_num=miami1430488973|
Pedagogical content knowledge (PCK) is a complex concept. Broadly defined, PCK allows teachers to transform subject matter, context, and pedagogical knowledge into instruction so diverse learners can achieve conceptual understanding. Due to its complexity, PCK is difficult to observe and document. The purpose of this study is to optimize the data collection process and characterize high school chemistry teachers’ topic-specific PCK. This study proposes a model of PCK synthesized from the literature, as well as a four-stage data collection method aimed at improving PCK data quality. Results from the pilot study on acid-base chemistry demonstrated that the data collection method allowed researchers to characterize PCK trends across teachers, as well as identify unique PCK characteristics. Results from the main study on bonding uncovered that teachers employ different PCK components to different extents depending on the teaching task. Recommendations for a professional development program and future research were generated.