TY - JOUR
T1 - Understanding a High School Physics Teacher’s Pedagogical Content Knowledge of Argumentation
AU - Wang, Jianlan
AU - Buck, Gayle A.
N1 - Publisher Copyright:
© 2016, The Association for Science Teacher Education, USA.
PY - 2016/8/1
Y1 - 2016/8/1
N2 - Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of understanding about science teachers’ knowledge of argumentation, especially the dialogic meaning of argumentation. In this case study, we closely examine a high school physics teacher’s argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher’s performed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumentation from the perspectives of orientation, instructional strategies, students, curriculum, and assessment. Finally, we describe the teacher’s perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers.
AB - Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of understanding about science teachers’ knowledge of argumentation, especially the dialogic meaning of argumentation. In this case study, we closely examine a high school physics teacher’s argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher’s performed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumentation from the perspectives of orientation, instructional strategies, students, curriculum, and assessment. Finally, we describe the teacher’s perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers.
KW - Argumentation
KW - Constructivist science learning
KW - Pedagogic content knowledge (PCK)
UR - http://www.scopus.com/inward/record.url?scp=84975263199&partnerID=8YFLogxK
U2 - 10.1007/s10972-016-9476-1
DO - 10.1007/s10972-016-9476-1
M3 - Article
AN - SCOPUS:84975263199
SN - 1046-560X
VL - 27
SP - 577
EP - 604
JO - Journal of Science Teacher Education
JF - Journal of Science Teacher Education
IS - 5
ER -