Date of Award
Spring 5-3-2024
Document Type
Dissertation
Degree Name
Doctor of Education
Department
School of Education
First Advisor
Dr. Augusto Z. Macalalag Jr., Ed. D.
Second Advisor
Dr. Priscilla Jeter-Iles, Ed.D.
Third Advisor
Dr. Joseph Johnson, Ph.D.
Abstract
The current science vision positions students as knowledge co-creators and science-doers. Teachers support students in phenomenon sensemaking and explaining in the context of socioscientific issues relevant to their daily lives. Students connect classroom learning to their communities and gain an understanding of how to affect change for the better.
This qualitative case study sought to understand the pedagogical content knowledge (PCK) of an in-service high-school science teacher who participated in a long-term professional development program and connected the socioscientific issue of personal safety in school speed zone to science and engineering practices, thereby promoting scientific literacy and student agency.
The first research question in this study focused on change in the teacher’s PCK by participating in the professional development program focused on these concepts. The second research question focused on teacher’s promotion of scientific literacy and student agency by using SEPs in real-world contexts.
Three data sources informed the findings and conclusions: classroom materials, observations, and an interview conducted after all other items had been reviewed and transcribed. The lesson plans, teacher presentations, and other classroom materials were collected and analyzed first. Classroom observations of the unit of interest were conducted over an extended period. The observation audio recordings were transcribed and analyzed next. Lastly, an interview was conducted, transcribed, and analyzed.
Substantial changes in teacher PCK were seen pre -post-professional development program participation which provided the teacher with strategies, tools, materials, and support during implementation of SSI and SEPs. Data showed that the teacher enabled students to develop and argue stances within and outside the classroom such as at state level. Data also showed while the SSI was successfully implemented, more practice and support are needed with some of the SEPs such as Asking questions to implement them as intended by NGSS.
Recommended Citation
Varma, Charu, "In-service Science Teacher’s Pedagogical Content Knowledge in the Examination of Socioscientific Issues and Implementation of Social Justice Science Pedagogy: Perspectives on the Impact of Science and Engineering Practices" (2024). Graduate Theses & Dissertations. 40.
https://scholarworks.arcadia.edu/grad_etd/40