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Teaching graphs of motion : translating pedagogical content knowledge into practice
Dissertation (MEd)--University of Pretoria, 2017.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2017
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| _version_ | 1867613695267307520 |
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| access_status_str | Open Access |
| author2 | Coetzee, Corene |
| author_browse | Coetzee, Corene |
| author_facet | Coetzee, Corene |
| collection | Thesis |
| dc_rights_str_mv | © 2017 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)--University of Pretoria, 2017. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/62885 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:13.972Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| 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:2263/62885 Teaching graphs of motion : translating pedagogical content knowledge into practice Coetzee, Corene ernest.mazibe@up.ac.za Gaigher, Estelle Mazibe, Ernest Nkosingiphile Topic Specific Pedagogical Content Knowledge Content Representations Graphs of motion Teaching strategies UCTD Education theses SDG-04 Dissertation (MEd)--University of Pretoria, 2017. This study investigated the comparison between captured and revealed Pedagogical Content Knowledge (PCK) about graphs of motion. The aim of the study was to explore PCK when captured in a written format and discussions (captured PCK) and compare it to the PCK that the same teachers revealed in practice (revealed PCK) when teaching the topic. Four Grade 10 Physical sciences teachers were purposively and conveniently selected as participants of the study. Their PCK was captured through Content Representations (CoRes) and interviews. The revealed PCK on the other hand was gathered through lesson observations. The Topic Specific Pedagogical Content Knowledge (TSPCK) model was used as the framework that guided the analysis of the two manifestations of PCK. The focus was on teachers’ competences in the TSPCK components namely; learners’ prior knowledge including misconceptions, curricular saliency, what is difficult to teach, representations including analogies, and conceptual teaching strategies. The results of this study indicated that teachers’ competences in the TSPCK components varied. This was evident in both the captured and the revealed PCK. Thus it suggested that a teacher’s level of competence in one component is not necessarily an indication of his or her competence in the other components that define PCK, and subsequently in his/her overall captured or revealed PCK. Furthermore, the study suggested that the level of competence in a component in the captured PCK is not necessarily an indication of the level of competence within that component that the teacher would reveal during lesson presentation. The level may be the same, slightly different (higher or lower) or even be drastically different in the lesson than suggested by the captured PCK. A concluding remark was then made that teachers’ captured PCK is not necessarily a true reflection of the PCK they reveal during lesson presentation and that different instruments must be used to reflect on and assess teachers’ PCK in a topic. bs2026 Science, Mathematics and Technology Education MEd Unrestricted SDG-04: Quality education 2017-10-24T09:14:05Z 2017-10-24T09:14:05Z 2017-09-07 2017 Dissertation Mazibe, EN 2017, Teaching graphs of motion : translating pedagogical content knowledge into practice, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/62885> S2017 http://hdl.handle.net/2263/62885 en © 2017 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 | Topic Specific Pedagogical Content Knowledge Content Representations Graphs of motion Teaching strategies UCTD Education theses SDG-04 Teaching graphs of motion : translating pedagogical content knowledge into practice |
| title | Teaching graphs of motion : translating pedagogical content knowledge into practice |
| title_full | Teaching graphs of motion : translating pedagogical content knowledge into practice |
| title_fullStr | Teaching graphs of motion : translating pedagogical content knowledge into practice |
| title_full_unstemmed | Teaching graphs of motion : translating pedagogical content knowledge into practice |
| title_short | Teaching graphs of motion : translating pedagogical content knowledge into practice |
| title_sort | teaching graphs of motion translating pedagogical content knowledge into practice |
| topic | Topic Specific Pedagogical Content Knowledge Content Representations Graphs of motion Teaching strategies UCTD Education theses SDG-04 |
| url | http://hdl.handle.net/2263/62885 |