Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

• Published in: International journal of science education Vol. 37; no. 7; pp. 1140 - 1165
• Main Authors: Mthethwa-Kunene, Eunice, Onwu, Gilbert Oke, de Villiers, Rian
• Format: Journal Article
• Language: English
• Published: London Routledge 03.05.2015; Taylor & Francis Ltd
• Subjects: Biology; Biology teacher; Case Studies; Concept Mapping; Content Analysis; Educational Strategies; Foreign Countries; Genetics; Grade 11; Grade 12; Journal Writing; Knowledge; Knowledge Base for Teaching; PCK development; Pedagogical Content Knowledge; Pedagogical content knowledge (PCK); Pedagogy; Professional development; Qualitative Research; Questionnaires; School genetics; Science education; Science Instruction; Science Teachers; Secondary School Science; Secondary School Teachers; Semi Structured Interviews; Swaziland; Teacher Characteristics; Teacher education; Teaching Methods; Video Technology; Swaziland
• DOI: 10.1080/09500693.2015.1022624
• ISSN: 0950-0693

This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students' work samples. The results showed that the teachers' individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students' internalization of the concepts. The finding that all four teachers lacked knowledge of students' genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers' continuing PCK development. Implications of the findings for biology teacher education are briefly discussed.