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Dissertations / Theses on the topic 'Concept-specific pedagogical content knowledge'

Author: Grafiati

Published: 25 June 2021

Last updated: 29 July 2025

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1

Mazibe, Ernest Nkosingiphile. "The relationship between teachers' pedagogical content knowledge about electrostatics and learners' performance." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80475.

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This study investigated the relationship between teachers' pedagogical content knowledge (PCK) about electrostatics and learners' performance in the topic. Two in-service and two pre-service physical science teachers, together with their learners, agreed to participate in the study. The PCK of the teachers was viewed as two manifestations; the personal PCK, which is static in nature and the enacted PCK, which is dynamic. A content representation (CoRe) tool and lesson plans were used to collect data that reflected the personal PCK of the teachers. The data for the enacted PCK was collected usi

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2

Mazibe, Ernest Nkosingiphile. "Teaching graphs of motion : translating pedagogical content knowledge into practice." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62885.

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This study investigated the comparison between captured and revealed Pedagogical Content Knowledge (PCK) about graphs of motion. The aim of the study was to explore PCK when captured in a written format and discussions (captured PCK) and compare it to the PCK that the same teachers revealed in practice (revealed PCK) when teaching the topic. Four Grade 10 Physical sciences teachers were purposively and conveniently selected as participants of the study. Their PCK was captured through Content Representations (CoRes) and interviews. The revealed PCK on the other hand was gathered through lesson

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3

Vokwana, Nonkanyiso Queen. "Development and validation of instruments to assess content knowledge and topic specific pedagogical content knowledge of teachers of organic chemistry." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/6634.

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In 1986, Shulman described Pedagogical Content Knowledge (PCK), as the transformation of Content Knowledge into various forms which help students to understand the concepts. In a later study, Shulman (1987) identified the construct of PCK as one of the knowledge bases of teachers. Many researchers have proposed models to characterise this transformation of Content Knowledge (CK), one of the most recent of which describes the construct of Topic Specific PCK (TSPCK) (Mavhunga, 2012). This study attempts to evaluate the extent to which teachers of organic chemistry are able to transform their CK

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Vollebregt, Bronia Roxane. "The effect of training in equipment use on science teachers’ PCK about the wave concept." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78504.

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This study investigated the effect of training in equipment use on science teachers’ Pedagogical Content Knowledge (PCK) about the wave concept. The levels of teachers' reported PCK was explored before and after in-service training through interviews and Content Representations (CoRe). Furthermore, the study extended to investigating how the teachers enacted PCK when teaching the wave concept in their classrooms after the training. This qualitative research followed a case study method with three Grade 10 Physical Sciences teachers who were selected purposefully and pragmatically. Their pedago

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5

Grieser, Diane R. "string specialists' and non-string specialists' content knowledge and pedagogical knowledge of string-specific techniques in the intermediate strings class." Thesis, Boston University, 2014. https://hdl.handle.net/2144/11004.

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Thesis (D.M.A.)--Boston University<br>This study examines the pedagogical content knowledge of music teachers who teach in or out of their field of expertise. The primary goal of this study was to observe string specialists' and non-string specialists' content knowledge, pedagogical knowledge, and the instructional strategies used to teach vibrato, shifting, and spiccato bowing technique in an intermediate string class. The study provided an in-depth understanding of string specialists' and non-string specialists' (a) content knowledge of vibrato, shifting, and spiccato bowing; (b) content and

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Aydin, Sevgi. "Examination Of Chemistry Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614327/index.pdf.

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The purpose of this study was to examine topic-specific nature of pedagogical content knowledge (PCK). Two experienced chemistry teachers&rsquo<br>PCK was examined in electrochemistry and radioactivity. To capture participants&rsquo<br>PCK, all PCK components were studied. To get deep and rich answers to research questions asked, qualitative methodology was used. Participants were selected through purposeful sampling. Data were gathered through card-sorting activity, Content Representation (CoRe), semi-structured interviews, classroom observations, and field notes. Results revealed that parti

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Herzog, Stefanie [Verfasser], Ilka [Akademischer Betreuer] Parchmann, and Vanessa [Gutachter] Kind. "Analysis of content knowledge and pedagogical content knowledge of pre-service-chemistry teachers regarding the fundamental concept of ‘structure-property-relations’ / Stefanie Herzog ; Gutachter: Vanessa Kind ; Betreuer: Ilka Parchmann." Kiel : Universitätsbibliothek Kiel, 2019. http://d-nb.info/1202979858/34.

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Herzog, Stefanie Verfasser], Ilka [Akademischer Betreuer] [Parchmann, and Vanessa [Gutachter] Kind. "Analysis of content knowledge and pedagogical content knowledge of pre-service-chemistry teachers regarding the fundamental concept of ‘structure-property-relations’ / Stefanie Herzog ; Gutachter: Vanessa Kind ; Betreuer: Ilka Parchmann." Kiel : Universitätsbibliothek Kiel, 2019. http://nbn-resolving.de/urn:nbn:de:gbv:8-mods-2019-00032-5.

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9

Smith, Raymond Thomas. "TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE (PCK) IN CHEMISTRY: CHARACTERIZING ACID-BASE CHEMISTRY AND CHEMICAL BONDING PCK THROUGH A NOVEL DATA COLLECTION METHOD." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430488973.

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10

Eklund, Manne. "Understanding English 5 : A Study of the Central Content and Knowledge Requirements for the Course of English 5." Thesis, Högskolan i Gävle, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25836.

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This study regards the central content and knowledge requirements for the subject of English 5 in the Swedish upper secondary school system. The study is based on an analytical reading of the documents and is complemented by a questionnaire that was answered by upper secondary school teachers. The aim of the study was to investigate what parts of the documents lack clarity, from a new teacher’s perspective. The study finds a few examples of terms that are likely to confuse new teachers when grading students. Furthermore, questions were raised regarding the course in general, such as how to giv

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Cook, Whitt Katahdin Abigail. "A Structural Model of Elementary Teachers' Knowledge, Beliefs, and Practices for Next Generation Science Teaching." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1469091648.

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12

Lordêllo, Alexandre Francisco. "O trato com o conhecimento contemporâneo no curriculo de licenciatura em Educação Física da UFBA:O Parkour e sua contribuição ao debate no eixo dos conteúdos específicos." Faculdade de Educação, 2014. http://repositorio.ufba.br/ri/handle/ri/20022.

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Submitted by Alexandre Lordêllo (alexandre_lordello@yahoo.com.br) on 2016-08-10T20:58:38Z No. of bitstreams: 1 Dissertação Alexandre Lordêllo.pdf: 16396195 bytes, checksum: 5eaeacfb721a39721e7333a0630552c9 (MD5)<br>Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-08-11T17:01:50Z (GMT) No. of bitstreams: 1 Dissertação Alexandre Lordêllo.pdf: 16396195 bytes, checksum: 5eaeacfb721a39721e7333a0630552c9 (MD5)<br>Made available in DSpace on 2016-08-11T17:01:50Z (GMT). No. of bitstreams: 1 Dissertação Alexandre Lordêllo.pdf: 16396195 bytes, checksum: 5

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Langrall, Rebecca Craighill. "Case studies of the pedagogical content knowledge development of concept-oriented teachers." 1997. https://scholarworks.umass.edu/dissertations/AAI9809356.

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By reviewing teacher-made revisions of regularly taught curriculum units, this set of case studies attempts to describe the pedagogical content knowledge development of four concept-oriented middle school teachers. One strand is highlighted: The nature and use of their instructional representations. A primary goal of this effort is to trace the kinds of refinements teachers make in their teaching knowledge after years of blending subject matter with pedagogy. A second goal is to detail influences on such refinements in order to inform preservice and inservice teacher education aimed at teachin

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Pitjeng, Ramatsobane Judith. "Investigating the effect of an intervention on novice science teachers topic specific pedagogical content knowledge." Thesis, 2015. http://hdl.handle.net/10539/17803.

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The lack of teaching experience in uncertified teachers leaves them with little or no understanding of the transformation of Content Knowledge (CK) at their disposal. This transformation of CK is termed Pedagogical Content Knowledge (PCK) and it is known to develop through practice. Therefore, reflective analysis of lessons taught by these teachers is important. Research has also shown that they are often not supported as they embark on their teaching career. Therefore, the study investigated the influence of an intervention on novice unqualified graduate teachers’ (NUGTs) Topic Specific Pedag

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Mudzatsi, Tarisai. "Examining the development of topic specific PCK in stoichiometry of three practicing teachers through a lesson study." Thesis, 2017. https://hdl.handle.net/10539/26452.

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A research report in partial fulfillment of the award of Master of Science (MSc.) in Science Education submitted to the Faculty of Science, School of Education, University of the Witwatersrand, Johannesburg, South Africa, 2017<br>Professional learning communities are generally regarded as having a positive impact in improving and developing teacher knowledge. Literature has shown that group planning and professional learning communities have an impact on the quality of teaching and subsequent improvement in learner performance. Practicing teachers, preservice teachers, education authorities,

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Ndlovu, Bongani Prince. "Examining the development of topic specific pedagogical content knowledge in stoichiometry in pre-service teachers." Thesis, 2017. http://hdl.handle.net/10539/23458.

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A thesis submitted to the Faculty of Science, University of the Witwatersrand In partial fulfillment of the requirements for the degree of Master of Science (Science Education) Johannesburg, 2017<br>Over the past three years, National Senior Certificate diagnostic reports reported that learner performance in key chemistry topics remains an aspect for concern. In these reports, poor understanding of stoichiometry is identified as an underlying factor. On the other hand, the status of mathematics and science teaching has been under critique by several education researchers, pointing to poor te

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De, Jager Chris. "Investigating a mechanism for transfer of topic-specific pedagogical content knowledge in a new chemistry topic." Thesis, 2016. http://hdl.handle.net/10539/19322.

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A research report submitted to the Faculty of Science, in partial fulfilment of the requirements for the degree of Master of Science, University of the Witwatersrand, Johannesburg, 2015.<br>Pedagogical Content Knowledge (PCK) is a knowledge base for teaching that has been shown to be topic-specific. PCK in a particular science topic enables a teacher to pedagogically transform Content Knowledge (CK) to teach that topic. This ability to transform CK for teaching purposes is a version of PCK recognised as Topic-Specific Pedagogical Content Knowledge (TSPCK). TSPCK, like PCK, is not transferable,

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18

Ndlovu, Musawenkosi. "The design of an instrument to measure physical science teachers' topic specific pedagogical content knowledge in electrochemistry." Thesis, 2014. http://hdl.handle.net/10539/14920.

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Research has ranked electrochemistry as one of the more difficult topics to teach and learn. Examiners in South Africa have complained about the poor performance in electrochemistry related concepts in Grade 12 public exams. This may suggest that the physical science teachers may not be teaching it very well. Accomplished teachers use specialized knowledge to transform their knowledge of subject matter into a form that can easily be understood by learners, known as pedagogical content knowledge (PCK). Little is known about the quality of PCK of teachers within this topic and currently there is

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19

Sekhibane, Thandiwe Lerato. "The development of preservice teachers topics specific pedagogical content knowledge using seleced components of the construct." Thesis, 2018. https://hdl.handle.net/10539/26297.

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A research report submitted to the faculty of Science, University of the Witwatersrand, Johannesburg, in partial fulflment of the requirements for the degree of Masters of Science by combination of coursework and research. Johannesburg, 2018<br>This study was concerned with assisting pre service teachers who were in the beginning stages of their Bachelor of Education (B. Ed) programme. This development was focused on content knowledge (CK) on the topic of chemical bonding making use of the Topic Specific Pedagogical Content Knowledge model which enables transformation of science CK usi

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20

(5929745), Ashton B. Hjerstedt. "Applications of the Topic-Specific Pedagogical Content Knowledge Model for Teaching Electrophilic Aromatic Substitution in Organic Chemistry." Thesis, 2019.

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Students studying organic chemistry often have difficulty applying prior knowledge from general chemistry in their thinking about organic reaction mechanisms. In the United States, electrophilic aromatic substitution (EAS) mechanisms can be taught towards the end in a second-semester course of organic chemistry, providing students with almost two-semesters' worth of experience with organic chemistry reactions before solving problems on synthesis of substituted aromatic compounds.<div>Little research has been done on how, or if, instructors consider their students' prior knowledge or understand

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21

Mavhunga, Madlivane Elizabeth. "Explicit inclusion of topic specific knowledge for teaching and the development of PCK in pre-service science teachers." Thesis, 2014. http://hdl.handle.net/10539/15877.

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A thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand, in fulfillment of the requirements of the degree of Doctor of Philosophy. Johannesburg, 2012<br>Reflection about lessons delivered is a practice widely encouraged in teaching. Reasoning, particularly about transformation of subject matter knowledge of lessons yet to be taught, is an internal process and a speciality evident largely in expert teachers. The study investigates the feasibility of fast-tracking its development in pre-service chemistry teachers. It focuses on developing

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22

Van, der Merwe Denise. "Examining pre-service teachers' reflections on their classroom teaching in order to identify topic specific pedagogical content knowledge in their practice." Thesis, 2017. https://hdl.handle.net/10539/25003.

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A research report submitted to the Faculty of Science, School of Education, University of the Witwatersrand, Johannesburg, South Africa, in partial fulfilment of the award of Master of Science (M.Sc) in Science Education. 6 November 2017.<br>The gap between theory and practice in education remains a persistent problem identified by some researchers as today’s “Achilles heel of teacher education”. The experience in science education is no different. Pedagogical content knowledge (PCK) has emerged as a theoretical construct that offers science education practitioners a framework to bridge t

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23

Miheso, Josephat Machina. "Examining the classroom teaching of beginning physical science teachers who graduated from a topic specific pedagogical content knowledge based undergraduate programme." Thesis, 2018. https://hdl.handle.net/10539/26478.

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A Thesis Submitted to the Faculty of Humanities, University of Witwatersrand, Johannesburg in fulfilment of the requirements for the degree of Doctor of Philosophy, Johannesburg 2018<br>In science education, Topic Specific Pedagogical Content Knowledge (TSPCK) is attested to as a valid theoretical construct for implementation within topics in initial teacher preparation programs (Abell, 2008; Mavhunga, 2015). This study investigated the advantage brought about by the early exposure of Graduate Beginning Teachers of physical sciences, (intervention GBTs) to explicit TSPCK development at the ti

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Zimmerman, Gwyneth Jean. "The design and validation of an instrument to measure the topic specific pedagogical content knowledge of physical sciences teachers in electric circuits." Thesis, 2016. http://hdl.handle.net/10539/19626.

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Extensive research describes common misconceptions when learning to understand how electric circuits function and the concurrent difficulties of teaching this content. The primary purpose of this study was to design and validate an assessment tool that uses these misconceptions to measure teachers’ Topic Specific Pedagogical Content Knowledge (TSPCK) for teaching electric circuits. In conjunction with the TSPCK assessment tool, a Content Knowledge (CK) assessment tool was adapted from existing content tests for electric circuits. The purpose of the CK assessment tool was to test the assumption

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Mphathiwa, Ludo. "An investigation into the topic specific pedagogical content knowledge of Botswana social studies teachers: the case of 'water resources and their management'." Thesis, 2016. http://hdl.handle.net/10539/19610.

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thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand, in fulfilment of the requirements of the degree of Doctor of Philosophy. Johannesburg, 2015<br>The effective teaching of water resource management is critically important to the future sustainability of Botswana, considering that water resources are a shared and scarce resource, unevenly distributed over time and space. Preliminary research (Mosothwane, 2002; Mogotsi, 2007; Ketlhoilwe, 2003/7) suggests that teachers in Botswana struggle to select suitable teaching strategies for Environm

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Muvoti, Takudzwa Chantelle. "Investigating ways that 4th year Life Science preservice teachers demonstrate topic specific pedagogical content knowledge in the planning and teaching of their lessons." Thesis, 2020. https://hdl.handle.net/10539/31376.

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A research report submitted to the Faculty of Education (Maths and Science Division), University of the Witwatersrand, Johannesburg, in fulfilment for the degree of M.Ed., 2020<br>Literature shows that teacher education programmes aim to equip teachers with not only strong content knowledge but also the capability to reason soundly about teaching (Shulman, 1987). This sound reasoning requires both a process of thinking about how the teaching will be enacted as well as a sufficient body of content knowledge and experience to draw from (Shulman, 1987). Pre-service teachers in their fourth year o

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Akinyemi, Olutosin Solomon. "Pre-service teachers' development of topic specific PCK in kinematics and transferability of PCK competence to a new physics topic." Thesis, 2016. http://hdl.handle.net/10539/21025.

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A research report submitted to the Faculty of Science, School of Education, University of the Witwatersrand, Johannesburg, South Africa, in partial fulfilment of the award of Master of Science (MSc.) in Science Education May, 2016<br>There have been indications of inadequate content knowledge of South African physical science teachers and poor pedagogical content knowledge in making the concepts accessible to students. With this, the pre-service teachers are considered a part of the science education foremost links to schools and young science learners. Empirically, it has been reported

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