Interaction among contextual knowledge and pedagogical content knowledge: Sociocultural perspective

Abstract

This study examined middle school science teachers’ contextual knowledge, pedagogical content knowledge and impact of contextual knowledge on pedagogical content knowledge based on sociocultural perspective. Data were collected from two teachers through semi-structured contextual knowledge interview, semi-structured pedagogical content knowledge interview, and classroom observations and then data were analyzed by deductive and inductive coding. Findings revealed four assertions regarding how teachers’ contextual knowledge impacts their pedagogical content knowledge. Accordingly, a) Teachers’ contextual knowledge assists them to make adjustments on their pedagogical content knowledge, b) Teachers’ contextual knowledge can support their pedagogical content knowledge in some instances, c) Teachers may not always be able to eliminate negative effects of contextual factors, which limits their pedagogical content knowledge, d) Even though teachers are not aware of contextual factors, these contextual factors still affect their pedagogical content knowledge either positively or negatively. Findings of the study also provide information regarding teachers’ contextual knowledge and pedagogical content knowledge in density topic. It is believed that this study provides significant clues about science teachers’ contextual knowledge impact on their pedagogical content knowledge, which facilitates teaching and learning of density topic.