The Research On The Present Situation Of Pedagogical Content Knowledge(PCK) Of Pre-service Primary Science Teachers

PCK is the fusion of subject knowledge and teaching knowledge.It is the core of teachers’ knowledge and the basis of effective teaching.Therefore,PCK is one of the important projects that teacher education research pays attention to.The pedagogical content knowledge of science is an important part of the knowledge of primary school science teachers.The text takes the seniors majoring in science education from four normal universities as the research subjects.On the basis of consulting relevant literature,it uses the Grossman and Magnusson’s teacher PCK models for reference,combined with China’s Compulsory Elementary Science Curriculum Standards(2017)and the US Next Generation Science Education Standards(NGSS).The paper constructs a four-dimensional theoretical framework model for pre-service primary science teachers’ pedagogical content knowledge,including the knowledge of primary science curriculum,primary science subject,primary school science teaching and the knowledge about students.The study used questionnaire,classroom observation,interview and other methods to investigate the current situations of pre-service primary science teachers’ pedagogical content knowledge(PCK).According to the established PCK theoretical framework of primary school science teachers,the questionnaires were distributed to 163 investigators and 122 copies were collected.There was an interview about the four dimensions of the primary school science teachers’ pedagogical content knowledge survey for five pre-service primary science teachers selected,also three other pre-service primary teachers for classroom observation to understand the current situation of pre-service primary science teachers’ PCK.By processing and analyzing the data,the results we got are as follows:(1)In terms of scientific curriculum knowledge,the theoretical study is general,but the practice is weak.(2)In terms of scientific subject knowledge,the overall situation is general,and the actual teaching in interdisciplinary concepts and technical engineering practice is weak.(3)In the aspect of scientific teaching knowledge,the theoretical study of teaching knowledge is general,and the actual teaching is weak.(4)When it comes to the teachers’ knowledge about students,they have much knowledge about the characteristics of students’ scientific learning,and some knowledge about students’ pre-concepts and myths but their knowledge cannot be used well in actual teaching.Educational internship can influence the degree of pre-service primary science teachers’ understanding of student knowledge.According to the problems existing in the pedagogical content knowledge(PCK)of pre-service primary science teachers,there are some suggestions for the professional development of PCK of pre-service primary science teachers in this paper.Suggestions on the training of pre-service primary science teachers in colleges and universities are as follows:(1)To carry out theoretical research on PCK and establish PCK knowledge base for pre-service primary science teachers.(2)To update the curriculum system of pre-service primary science teachers training and to add interdisciplinary concepts and theoretical and practical courses related to technology and engineering.(3)To formulate practical professional standards for pre-service primary science teachers.(4)To build systematic education probation,study and practice mechanisms.Suggestions for the development of professional ability of pre-service primary science teachers:(1)Enriching their own scientific subject knowledge the knowledge about interdisciplinary technical and engineering practice.(2)Using the PCK framework to evaluate themselves during the educational practice.(3)Strengthening the understanding of primary school students.(4)Adopting multi-channel learning to promote their own development in PCK.