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ERIC Number: EJ1438214
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0693
EISSN: EISSN-1464-5289
Examining the Educative Nature of Selected Physical Sciences Textbooks about Electrostatics Using Pedagogical Content Knowledge
Ernest Nkosingiphile Mazibe; Marissa Rollnick
International Journal of Science Education, v46 n13 p1360-1377 2024
Curriculum statements are crucial documents for guiding teaching and learning as they describe the content and skills to be acquired by learners. Textbooks translate curriculum statements into materials for use in schools. This study examines the educative nature of three physical sciences textbooks about electrostatics using the lens of pedagogical content knowledge (PCK). PCK describes the transformation of content into teachable forms and its evidence in textbooks would contribute to the teachability of the content in question. The study analyses textbooks as a source of information that can help teachers transform concepts of electrostatics into teachable forms. The study also proposes a possible model that describes the role of textbooks on teachers' knowledge and practice, as they are not considered in current PCK theories. The framework includes components of PCK described in the grand rubric and the support provided by curricular materials to teachers. The components of PCK are curricular saliency, learners' understanding of concepts, representations, and conceptual teaching strategies. The analysis revealed that curricular saliency was the most predominant component displayed in the textbooks compared to the other components. It is therefore recommended that textbooks should consciously include other PCK components, i.e., representations and strategies that address learners' difficulties.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A