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Affordance of textbooks for natural sciences teachers' enacted pedagogical content knowledge in electric circuits
Dissertation (MEd (Physical Sciences Education))-- University of Pretoria, 2025.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2025
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| _version_ | 1867613517464469504 |
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| access_status_str | Open Access |
| author2 | Mirkin, Philip |
| author_browse | Mirkin, Philip |
| author_facet | Mirkin, Philip |
| collection | Thesis |
| dc_rights_str_mv | © 2024 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd (Physical Sciences Education))-- University of Pretoria, 2025. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/103198 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:24.530Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/103198 Affordance of textbooks for natural sciences teachers' enacted pedagogical content knowledge in electric circuits Mirkin, Philip crousemaponya@gmail.com Coetzee, Corene Maponya, Crouse Ramapulana UCTD Sustainable Development Goals (SDGs) Enacted pedagogical content knowledge Refined consensus model Textbook analysis Natural sciences teachers Electric circuits Dissertation (MEd (Physical Sciences Education))-- University of Pretoria, 2025. This study investigated PCK revealed in natural sciences textbooks and its impact on teachers' enacted PCK when teaching electric circuits to Grade Nine learners. Four natural sciences teachers from public rural schools in Sekhukhune East District in Limpopo Province were conveniently and purposively sampled to participate in a qualitative case study, guided by an interpretive paradigm. Textbook data was collected from the three textbooks that the teachers used. Observations and interviews were used to gather data on teachers enacted PCK. The refined consensus model (RCM) of PCK was used as a conceptual framework to investigate collective PCK in textbooks and teachers enacted PCK. PCK was conceptualised using the components of knowledge related to: i) curricular saliency; ii) learners' understanding of science; and iii) conceptual teaching strategies including representations. Guided by the RCM and using PCK components, two rubrics were developed with a four-point scale to analyse the quality of textbooks and teachers' enacted PCK, respectively. The findings indicate that the PCK revealed in natural sciences textbooks influenced teachers' enacted PCK, particularly in terms of the component of curricular saliency and conceptual teaching strategies, including representations. This influence can be attributed to the quality of PCK revealed in textbooks. It can be concluded that the textbook afforded teachers the opportunity to develop their enacted PCK and influenced their teaching of electric circuits. However, not all the teachers utilised the opportunities afforded by the textbooks. It is recommended that professional development programmes train teachers on the affordances and constraints of textbooks. Science, Mathematics and Technology Education MEd (Physical Sciences Education) Unrestricted Faculty of Education SDG-04: Quality Education 2025-07-07T10:55:49Z 2025-07-07T10:55:49Z 2025-09 2025-06 Dissertation * S2025 http://hdl.handle.net/2263/103198 DOI: https://doi.org/10.25403/UPresearchdata.29469488.v1 https://doi.org/10.25403/UPresearchdata.29469488 en © 2024 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Sustainable Development Goals (SDGs) Enacted pedagogical content knowledge Refined consensus model Textbook analysis Natural sciences teachers Electric circuits Affordance of textbooks for natural sciences teachers' enacted pedagogical content knowledge in electric circuits |
| title | Affordance of textbooks for natural sciences teachers' enacted pedagogical content knowledge in electric circuits |
| title_full | Affordance of textbooks for natural sciences teachers' enacted pedagogical content knowledge in electric circuits |
| title_fullStr | Affordance of textbooks for natural sciences teachers' enacted pedagogical content knowledge in electric circuits |
| title_full_unstemmed | Affordance of textbooks for natural sciences teachers' enacted pedagogical content knowledge in electric circuits |
| title_short | Affordance of textbooks for natural sciences teachers' enacted pedagogical content knowledge in electric circuits |
| title_sort | affordance of textbooks for natural sciences teachers enacted pedagogical content knowledge in electric circuits |
| topic | UCTD Sustainable Development Goals (SDGs) Enacted pedagogical content knowledge Refined consensus model Textbook analysis Natural sciences teachers Electric circuits |
| url | http://hdl.handle.net/2263/103198 https://doi.org/10.25403/UPresearchdata.29469488 |