Science Teachers' Pedagogical Content Knowledge and Integrated Approach

被引：4
|
作者：
Putra, M. J. Adi [1 ,2 ]
Widodo, A. [3 ]
Sopandi, W. [4 ]
机构：
[1] Univ Pendidikan Indonesia, Sekolah Pasca Sarjana, Jurusan Pendidikan Dasar, Bandung, Indonesia
[2] Univ Riau, Fak Keguruan & Ilmu Pendidikan, Jurusan Ilmu Pendidikan, Pekanbaru, Indonesia
[3] Univ Pendidikan Indonesia, Dept Biol, Bandung, Indonesia
[4] Univ Pendidikan Indonesia, Dept Kimia, Bandung, Indonesia
来源：
INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICMSCE) | 2017年 / 895卷
关键词：
MATHEMATICS; PCK;
D O I：
10.1088/1742-6596/895/1/012144
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The integrated approach refers to the stages of pupils' psychological development. Unfortunately, the competences which are designed into the curriculum is not appropriate with the child development. This Manuscript presents PCK (pedagogical content knowledge) of teachers who teach science content utilizing an integrated approach. The data has been collected by using CoRe, PaP-eR, and interviews from six elementary teachers who teach science. The paper informs that high and stable teacher PCKs have an impact on how teachers present integrated teaching. Because it is influenced by the selection of important content that must be submitted to the students, the depth of the content, the reasons for choosing the teaching procedures and some other things. So for teachers to be able to integrate teaching, they should have a balanced PCK.
引用
收藏
页数：5
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