A Comparative Content Analysis of Texas and Thai High School Biology Textbooks

There were two purposes of this study. The first was that of determining, through an analysis of Texas and Thai biology textbooks, which objectives -- cognitive, affective, manual skill, processes of scientific inquiry, and orientation—were emphasized in three major and twenty-seven minor fields of biology. The second purpose was to determine if significant differences exist in the frequency distribution of these objectives. Only one biology program is used in schools throughout Thailand. This program, which was published by the Ministry of Education, consists of four textbooks with 1977 copyright date. The five Texas textbooks used in this study were those adopted under the provisions of the Textbook Law. The contents of each of the six texts included in the study were classified by using the criteria of Klopfer's Table of Specifications for Science Education

The Development and Exploration of Preservice Physics Teachersû Pedagogical Content Knowledge: From a Methods Course to Teaching Practice

ABSTRACT This study was conducted to describe four preservice physics teachersû development of pedagogical content knowledge (PCK) from the PCK-based Physics Methods Course to teaching practice. A multi-method evaluation was used to collect data: pre-and post-lesson preparation; a semistructured group interview about cases; an observation of teaching and semistructured interview with preservice teachers after teaching; a semistructured interview of cooperating teachers and university supervisors; and collection of related documents. The constant comparative method was employed to analyze data. The results revealed that the PCK-based Physics Methods Course potentially helped the participants to develop increased depth and breadth of understanding of each component of PCK, and to progressively develop more complete topic-specific PCK in the topic of çforce and motioné by adding increasingly more complex relationships among components of PCK. The periods of PCK modeling and micro-teaching were regarded as essential parts of the course. During teaching practice however, the participants faced difficulties in transferring their topic-specific PCK developed in the course into real practice. The school context and culture had a strong potential to affect their development and implementation of PCKfithe two most important factors were the supervision of the cooperating teachers and the characteristics of the students. Holistically, the process of PCK development was seen as an individual process, which depends on each participantûs knowledge and experiences concerning components of PCK developed prior to and during the course, and in teaching practice

Teaching and learning about matter in Grade 6 classrooms: a conceptual change approach

The purpose of this study was to enhance the teaching and learning of matter and its properties for grade 6 students. The development of a conceptual change approach instructional unit was undertaken for this purpose. Pre- and post-concept surveys, classroom observations, and student and teacher interviews were used to collect data. The teaching activities not only challenged and encouraged students’ conceptual change but also indicated that teachers needed to develop their content knowledge and teaching strategies. The participants developed more scientific conceptions and were able to apply these in appropriate contexts. This study illustrates how a conceptual change approach can be accomplished in the Thai context