A Research On The Characteristics Of Preschool Teachers’ Science Pedagogy Content Knowledge

PCK is the integration of knowledge of content, children and teaching strategies,which has reflected the preschool teachers’ professional level. A good knowledge of science PCK for preschool teachers is important for children’s science learning.In order to understand the characteristics of the preschool teachers’ science PCK, this study mainly through video-based interviews with PCK Questionnaires investigated 102 preschool teachers from 17 kindergarten in Chengdu.The video is about 5-6 years old children’s scientific activity “up and down ”,which is edited 11 minutes long.From PCK as a whole, the level of preschool teachers’ science PCK is "general or limited understanding" level;the development of preschool teachers’ science PCK is unbalanced, the knowledge of teaching strategies is the best, the knowledge of educational content is the worst;the Integration of preschool teachers’ science PCK and core concepts is insufficiency.From the point of various parts of PCK, preschool teachers’ science knowledge is lack of relevance and systemic; the kindergarten teachers is lack of attention and presupposition to the error and lost conception of children; the strategies in scientific activities is lack of pertinence.From the point of relationship between parts of PCK, the preschool teachers’ science PCK and PCK itself are closely related; the knowledge about children is the core and key of preschool teachers’ science PCK.The different preschool teachers’ science PCK’s characteristics: the primary kindergarten is observably better than the secondary and thirdly kindergarten,but there are no observable difference between the secondary and thirdly kindergarten;the male preschool teachers’ knowledge of educational content is observably better than female preschool teachers, but female preschool teachers’ knowledge of teaching strategies is observably better than male preschool teachers;the teachers who have 11--20 years teaching experience have the best understanding of science PCK,the preschool teachers’ science PCK is sustainable growth with the growth of school age, but declining after 20 years of school age;the teacher who has no professional title observably bad than who has, there was no significant difference between teachers who have different professional title;there are significant difference in the science PCK of preschool teachers in their educational level,the higher education level teacher PCK was significantly higher than that of the low education level teachers.Recommendations: the kindergarten can popularize the concept of PCK as the theoretical framework of practical reflection for kindergarten teachers; the kindergarten can enrich the constitute of preschool teachers to build a pluralism and specialized teacher team; the teachers should systematize the scattered scientific knowledge to improve their scientific literacy gradually;the teachers should pay more attention on the children’s misconception in scientific activities,and presuppose children’s possible error positively;the teachers should specifically provide appropriate strategies pertinently to ensure the challenge for children’s study;the teachers should establish the concept of lifelong learning,and strengthen learning exchange and practical reflection.