Main results of the four studies 1 Results of the first study

In the first study (2002), we aimed to identify possible patterns in the content and structure of science teachers’ knowledge, at a point in time when they still had little experience in teaching the new syllabus on Public Understanding of Science. To this end, we investigated three domains of teacher knowledge: pedagogical content knowledge, general pedagogical knowledge, and subject matter knowledge. Two types of teacher knowledge emerged: Type A and Type B. In both types, PCK was found to be consistent with general pedagogical knowledge. Subject matter knowledge, however, was not specific in either type, and was not directly related to the other knowledge domains. The main focus in the PCK of teachers representing Type A was on model content. The most developed element in their PCK was the knowledge about instructional strategies, and their main perspectives in general pedagogical knowledge were behaviourist and cognitive. Teachers T1, T2, T7, T8, and T9 were found to represent Type A of teacher knowledge. Teachers who represented knowledge Type B had developed PCK that was focused on model content, model production, and thinking about models. Type B of teacher knowledge was more extended in terms of PCK than Type A, and the main perspectives in the general pedagogical knowledge of teachers representing knowledge Type B were cognitive and constructivist. Teachers T3, T5, and T6 represented Type B of teacher knowledge. T4 did not fit in either type.

Table 6.1 A and B of teacher knowledge (2002) Main perspective in the general pedagogical knowledge Most developed element(s) of the pedagogical content knowledge of ‘Models of the Solar System’

Main focus in the pedagogical content knowledge of ‘Models of the Solar System’

Type A T1, T2, T7, T8, T9 Behaviourist / cognitive Knowledge about instructional strategies Model content Type B T3, T5, T6 Cognitive / constructivist Knowledge about instructional strategies, about students’ understanding, and about ways to assess students

Model content, Model production, and Thinking about models

6.1.2 Results of the second study

In Study 2, we aimed to investigate the development of science teachers’ personal knowledge about the learning and teaching of models and modelling in Public Understanding of Science. To this end, we followed the same teachers during the first years of the implementation of the new syllabus. Data collection consisted of the repeated administration (2002 and 2004) of a Repertory Grid instrument. Three different types of personal knowledge were identified, each of which showed significant development over time. In Type 1, the learning of model content was combined with critical reflection on the role and nature of models in science. Type 2 combined modelling as an activity undertaken by students with the learning of specific model content. In Type 3, the learning of model content involved both students’ production and revision of models, and a critical examination of the nature of scientific models in general. Teachers T1 and T7 represented knowledge Type 1. Teachers T2, T4, and T8 represented knowledge Type 2. Finally, teachers T3, T5, T6, and T9 represented knowledge Type 3. See Table 6.2.

Table 6.2 Personal knowledge Types 1, 2, and 3

Type 1

T1, T7

In Type 1, the learning of model content was combined with critical reflection on the role and nature of models in science

Type 2

T2, T4, T8

Type 2 combined modelling as an activity undertaken by students with the learning of specific modelcontent

Type 3

T3, T5, T6, T9

In Type 3, the learning of modelcontent involved both students’ production and revision of models, and a criticalexaminationofthenature of scientific models in general.

6.1.3 Results of the third study

In Study 3 (2004), we aimed to explore science teachers’ learning in the context of the introduction of the new syllabus, from their points of view. To this end, we used the Story-line method to elicit the science teachers’ own perceptions of their learning from experiences at work in their first few years of teaching the new syllabus, in retrospect. We found two different types of learning: Type I and Type II. Teachers representing learning Type I appeared to have been involved in a revolutionary development through engagement in mainly individual activities in the working context. They had insufficient competences in the subject of PUSc. in general and the specific subject of ‘the Universe’ at the start of teaching PUSc. Finally, they introduced and improved teaching methods characterized by the use of concrete materials, and subject matter in real-life contexts.

Teachers representing Type II of learning appeared to have been involved in an evolutionary development through participation in individual and collaborative activities in the working context. They already had sufficient competences in the subject of PUSc. in general and the specific subject of ‘the Universe’ when PUSc. was introduced. They developed competences in connecting teaching methods with specific subject contents and adapting these methods to students of different ages and levels of education, and students with different interests. Finally, they introduced and improved teaching methods characterized by many ways of collaboration and discussion between students. See Table 6.3. Teachers T1 and T2 represented learning Type I. Teachers T3, T5, T6, and T9 represented learning Type II.

T4 and T8 did not fit into either type of learning. T7 had stopped teaching PUSc. just before we conducted the Story-line method.

Table 6.3 Learning Types I and II

Type Course of development Competences at the start Teaching methods Type I T1, T2 Revolutionary; Individual learning

Insufficient Concrete materials; real- life contexts Type II T 3, T5, T6, T9 Evolutionary; Individual and collaborative learning

Sufficient Collaboration and discussion between students

6.1.4 Results of the fourth study

In Study 4, we conducted a semi-structured interview with the teachers, in three subsequent academic years (2002, 2003, 2004). The aim of this study was to investigate the developing pedagogical content knowledge of a specific subject in the first few years of teaching the new syllabus. From the results of the analysis, we constructed two types of teachers’ PCK of the learning and teaching of ‘Models of the Solar System and the Universe’. Type A of PCK appeared to be mainly focused on model content, while Type B of PCK was focused on model content, as well as on model production, and thinking about the nature of models.

It appeared that not only the content of the two types of PCK was different, but also the way they developed over time. Teachers T1, T2, T4, T7, and T8 represented Type A of PCK development. Teachers T3, T5, T6, T9 represented Type B of PCK development. See Table 6.4

Table 6.4 Types of PCK development (from 2002 to 2004)

PCK development Orientation Most developed PCK element

Type A

T1, T2, T4, T7, T8

Model content Knowledge about instruction

Type B

T3, T5, T6, T9

Model content Model production

Thinking about the nature of models

Knowledge about instruction Knowledge about students’ understanding

Knowledge about assessment

In Table 6.5 we present an over view of the results of the studies.

Table 6.5 Overview of the results of the research

Study 1 Study 2 Study 3 Study 4

Teacher Type A Type B Type 1 Type 2 Type 3 Type I Type II Type A Type B

T1 x x x x T2 x x x x T3 x x x x T4 --- --- x --- --- x T5 x x x x T6 x x x x T7 x x o o x T8 x x --- --- x T9 x x x x

---: this teacher’s knowledge (Study 1) or learning (Study 3) did not fit in the constructed types o: this teacher was not included in the particular study (Study 3)