Identifying Pedagogical Content Knowledge (PCK) in an Undergraduate Inquiry-based Biology Laboratory Program

By Kamonwan Kanyaprasith, Mariana G. Hewson and Nalena Praphairaksit.

Published by The Learning Collection

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Article: Print	$US10.00
Article: Electronic	$US5.00

Science laboratories in university biology courses are usually designed by simply specifying student tasks and experiments. Unfortunately novice teachers often have weak preparation in the effective design of laboratory-based activities. Pedagogical content knowledge (PCK) is the combination of the knowledge of specific science content and pedagogy used by experienced teachers when they organize and present particular problems or topics in the laboratory. We aimed to identify the PCK involved in laboratory teaching in order to be able to eventually specify objectives for a laboratory teaching curriculum. In this qualitative case study, we used participant-observation methods during two semesters of a successful biology laboratory program in the mid-western United States. The findings from this study are described in terms of eight PCK categories: cooperative teamwork; constructive feedback; peer partnering; doing science as process; communication; team teaching; reminders and repetition; and familiarity with equipment.

Keywords:	Pedagogical Content Knowledge (PCK), Inquiry-based Laboratory Teaching, University Biology Program

The International Journal of Learning, Volume 17, Issue 12, pp.17-30. Article: Print (Spiral Bound). Article: Electronic (PDF File; 690.037KB).

Dr Kamonwan Kanyaprasith

EdD Candidate, Science Education, Science Education Center, Srinakharinwirot University, Bangkok, Thailand

Kamonwan is an EdD candidate at Science Education Center, Srinakharinwirot University, Bangkok, Thailand. She received a scholarship under the Project for the Preparation of Research Personnel in Science Education, Institute for the Promotion of Teaching Science and Technology (IPST). She completed the Program to Promote Research Method in Science Education at Department of Curriculum and Instruction (Science Education), School of Education, University of Wisconsin-Madison. During her time in the US, Professor Peter and Mariana Hewson were her advisor when she did her research about Pedagogical Content Knowledge (PCK) regarding inquiry based teaching. Her interest is in biological science education, especially inquiry based approaches for laboratory instruction. As teachers usually teach in the way they are taught, she therefore believes that teacher education is most important foundation for improving student education.

Dr. Mariana G. Hewson

Professions Education Consult, Wisconsin, USA

Mariana G. Hewson, Ph.D., is a professions education consultant, provides ongoing mentoring of international graduate students in their research projects, carries out ongoing research on the interface between western and indigenous knowledge systems, developed a model of interpersonal strategies to enhance healthcare communication.

Dr. Nalena Praphairaksit

Department of Biology, Faculty of Science, Srinakharinwirot University, Thailand

Asst. Prof. Nalena Praphairaksit is a professor at Department of Biology Faculty of Science, Srinakharinwirot University.

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