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ERIC Number: EJ803180
Record Type: Journal
Publication Date: 2008-Aug
Pages: 23
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0950-0693
The Place of Subject Matter Knowledge in Pedagogical Content Knowledge: A Case Study of South African Teachers Teaching the Amount of Substance and Chemical Equilibrium
Rollnick, Marissa; Bennett, Judith; Rhemtula, Mariam; Dharsey, Nadine; Ndlovu, Thandi
International Journal of Science Education, v30 n10 p1365-1387 Aug 2008
This paper presents two South African case studies designed to explore the influence of subject matter knowledge on pedagogical content knowledge (PCK). In the first case study on teaching the mole in two township schools, the findings illustrate that the participant teachers favoured procedural approaches at the expense of conceptual understanding. The second case study examines the teaching of chemical equilibrium to students on a bridging programme in a tertiary institution. Through these data, the authors present a model to assist in understanding the amalgamation of subject matter knowledge (SMK) with other teacher knowledge domains to produce what we describe as "manifestations." The model was useful in interpreting the teachers' practice, especially to highlight the role of SMK, and therefore offers interesting insights into the nature of PCK and its influence on science teaching. (Contains 3 figures and 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa