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KMID : 1059520220660060472
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Journal of the Korean Chemical Society
2022 Volume.66 No. 6 p.472 ~ p.492
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Secondary Science Teachers’ PCK Components and Subcomponents Specific to the Learning Environment in an Online-offline Mixed Learning Environment
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Kim Ji-Su
Choi Ae-Ran
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Abstract
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The purpose of this study was to investigate secondary science teachers’ PCK components and subcomponents that are specific to online and offline learning environment. Data collection consisted of survey, class observation, and individual interviews of twelve science teachers. This study used a theoretical framework of PCK for deductive data analysis and articu- lated codes and themes through the following inductive analysis. Data analysis revealed that each of PCK components showed different specificity to the online and offline learning environment. And subcomponents of each PCK component were different according to the specificity of the online and offline learning environment. Teaching orientation toward science had a specific ori- entation for the online learning environment, i.e., ‘learning science concept’ and ‘lecture centered instruction.’ Knowledge of the sci- ence curriculum had online-offline mixed learning environment specific knowledge, i.e., ‘reorganization of curriculum’ and online learning environment specific knowledge, i.e., ‘development of learning goal’ and ‘science curricular materials.’ Knowledge of sci- ence teaching strategies had online learning environment specific knowledge, i.e., ‘topic-specific strategy’, ‘subject-specific strategy’, and ‘interaction strategy’ and COVID-19 offline learning environment specific knowledge, i.e., ‘topic-specific strategy’ and ‘interaction strategy’. Knowledge of student science understanding had online learning environment specific knowledge, i.e., ‘student preconcep- tion’, ‘student learning difficulty’, ‘student motivation and interest’, and ‘student diversity’ and COVID-19 offline learning environment specific knowledge, i.e., student learning difficulty’. Knowledge of science assessment had online-offline mixed learning environ- ment specific knowledge and online learning environment specific knowledge, i.e., assessment contents and assessment methods for each.
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KEYWORD
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PCK, Online and offline learning environment, Secondary science teacher
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