Teacher Pedagogical Content Knowledge (PCK) and Students' Reasoning and Wellbeing

• Published in: Journal of physics. Conference series Vol. 812; no. 1; pp. 12119 - 12125
• Main Author: Widodo, A
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.02.2017
• Subjects: Pedagogy; Physics; Reasoning; Students; Teachers
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/812/1/012119

This paper summarizes findings of a study on efforts to improve teachers Pedagogical Content Knowledge and how it affects students' reasoning and wellbeing. It was found that improvement of teachers' PCK was not very strong but we managed to develop strategies to facilitate their developments. In the second year, the research was focused on identifying students' reasoning skills both informal reasoning and formal reasoning. Data showed that students reasoning is relatively low (level 2 of five levels) and they could not construct highly coherence arguments. In addition alternative strategies to promote students' reasoning were explored. Attempts to support teachers to conduct lessons that facilitate students' reasoning found that teachers need intensive and continuous support. The study also identifies students' wellbeing as the impact of improvement of lessons and other activities designed to improve students' wellbeing. Research on students' wellbeing is not yet given attention in Indonesian schools although it plays very important roles in students' academic and nonacademic achievements.