The conceptual framework for this study is underpinned by an established theoretical framework which postulates a gap between intended and attained curriculum as outlined in Section 1.5 and illustrated in figure 1.1 (Goodlad, 1979; Rosier & Keeves, 1991; Van den Akker, 1998). With the premise that science teachers’ PCK is a pivotal element in minimising the gap, this study integrates key research areas into a coherent conceptual framework that premised to enhance the nexus between teaching, learning and assessment of scientific concepts in the SBA of practical work and PCK. The integration of the key research areas in the conceptual framework for this study is illustrated in figure 2.1.
The conceptual framework premises that, if science teachers understood scientific concepts, then they can use practical work effectively to teach scientific concepts. This is indicated with Arrow ‘a’ in figure 2.1. Add to that, dotted Arrow ‘b’ indicates the premise that, knowledge of the nature and purposes of practical work can help science teachers to effectively teach scientific concepts. Besides, Arrow ‘c’ indicates the
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premise that understanding the multiple nature of SBA is significant for teaching and assessing of scientific concepts while Arrow ‘d’ indicates the premise that science teachers’ understanding of scientific concepts is imperative for scaffolding and assessment for learning in the SBA of practical work. Arrow ‘e’ indicates the premise that practical work and SBA are equally related and both can be utilised to serve the purpose of teaching, learning and assessment of scientific concepts and skills. Therefore, this study premises that science teachers’ PCK is a central link that should comprise a coherent integration of the key research areas as depicted in figure 2.1.
Figure 2. 1. Model of conceptual framework for this study
Currently, there is a lack of research that integrates the various components identified in this conceptual framework. Specifically, no research has been conducted to explore the views and experiences of science teachers regarding the nexus in teaching, learning and assessment of scientific concepts in the SBA of practical work. Hence, this study sought to explore and document both the trainee and practising science teachers’ views and experiences regarding the nexus between the key research areas. Specifically, this study sought to ascertain the importance of enhancing science teachers’ PCK in order to bridge the gap between what is intended and what is attained in the SBA of practical work curriculum.
Other studies had examined a particular key research area. For example, many studies examined various aspects of understanding scientific concepts (Fleer, 2009; Khishfe & BouJaoude, 2016; Slotte & Lonka, 1999). Similarly, many studies had investigated
e d c b a Nature of Science Scientific Concepts School-Based Assessment Practical Work Pedagogical Content Knowledge
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the nature of practical work and its significance, effectiveness as well as challenges (Abrahams & Reiss, 2012; Bennett, 2003; Harrison, 2016; Millar, 2004). Besides, there are studies and reviews on the multiple use of SBA in both developed and developing economies (Bell & Cowie, 2001; Cheung, 2016; Chong, 2009; Malakolunthu & Hoon, 2010; Maxwell, 2004). Added to that, many recent studies had delve into defining the nature and importance of PCK (Berg, 2015; Jones & Moreland, 2003; Kind, 2009; Lehane & Bertram, 2016). Basically, these studies have provided discussions on different aspects of the key research areas identified within the conceptual framework for this present study.
Other studies had contributed research based literatures regarding a combination of two or three key areas. For example, Halim et al. (2010) examined science teachers’ PCK of selected physics concepts in Malaysia. Chun (2006) conducted a case study in Hong Kong to examine the practice and challenges of School-Based Formative Assessment. Kapambwe (2010) examined the implementation of school-based continuous assessment in Zambia. Thimmappa and Sharma (2003) examined the implication of SBA within the Pacific Island nations. In Solomon Islands, Walani (2008) reported a study on the perceptions of teachers about the use of formative assessment while F. Rodie (2014) reported a study on summative assessment practices in Year nine science. Besides, Kakai (2010) explored the perceptions of science teachers on the SBA of practical work in science education. As well, Lingam and Lingam (2016) looked at challenges and steps to develop school-heads as instructional leaders in SBA. Accordingly, these studies had provided researched based literature by examining a nexus between two or three key research areas. However, there is lack of research information that explored a coherent nexus between the key research areas presented in the conceptual framework for this study.
Hence, it is hoped that the conceptual framework for this study will add another perspective to the already existing wealth of science education literature on: teaching, learning and assessment of scientific concepts; practical work; SBA; and PCK. This study will provide a set of guideline that connects and integrates these key research areas into a coherent conceptual framework. That emphasised, the conceptual framework for this study is further elaborated by discussing and linking the key
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research areas. The first key research area to discuss is the notion of understanding scientific concepts.