Marissa Rollnick

The Place of Subject Matter Knowledge in Pedagogical Content Knowledge: A case study of South African teachers teaching the amount of substance and chemical equilibrium

This paper presents two South African case studies designed to explore the influence of subject matter knowledge on pedagogical content knowledge (PCK). In the first case study on teaching the mole in two township schools, the findings illustrate that the participant teachers favoured procedural approaches at the expense of conceptual understanding. The second case study examines the teaching of chemical equilibrium to students on a bridging programme in a tertiary institution. Through these data the authors present a model to assist in understanding the amalgamation of subject matter knowledge (SMK) with other teacher knowledge domains to produce what we describe as ‘manifestations’. The model was useful in interpreting the teachers’ practice, especially to highlight the role of SMK, and therefore offers interesting insights into the nature of PCK and its influence on science teaching.

Big Ideas: A review of astronomy education research 1974–2008

This paper reviews astronomy education research carried out among school students, teachers, and museum visitors over a 35‐year period from 1974 until 2008. One hundred and three peer‐reviewed journal articles were examined, the majority of whose research dealt with conceptions of astronomical phenomena with 40% investigating intervention activities. We used a conceptual framework of “big ideas” in astronomy, five of which accounted for over 80% of the studies: conceptions of the Earth, gravity, the day–night cycle, the seasons, and the Earth–Sun–Moon system. Most of the remaining studies were of stars, the solar system, and the concepts of size and distance. The findings of the review have implications for the future teaching of, and research in, the discipline. Conceptions of the Earth and the day–night cycle are relatively well‐understood, especially by older students, while the Moon phases, the seasons, and gravity are concepts that most people find difficult both to understand and explain. Thoroughly planned interventions are likely to be the most effective way of implementing conceptual change, and such studies have been well‐researched in the past 15 years. Much of this recent research has worked with constructivist theories resulting in methodological and theoretical insights of value to researchers and practitioners in the field. It is recommended that future research should work across the disciplinary boundaries of astronomy education at school and teacher education levels, and aim to disseminate findings more effectively within the education systems.

The Role of English in Individual and Societal Development: A View from African Classrooms.

This article discusses sociocultural and other theoretical aspects of the language-in-education debate in the light of their practical implications for language policy and teacher education in linguistically diverse school settings. We draw on studies carried out in African classrooms where subjects such as science were being taught via English, an L2 for most learners. Studies indicate that code switching offers an economical resource for constructing meaning in classrooms where teachers and learners can use the same home or local language. Language use within the classroom is thus seen in terms of the need to communicate meaning with the goal of ensuring access to knowledge and thereby fostering individual development. We suggest that meaningful learning contexts are likely to increase the motivation to learn English, ultimately fostering societal development within the larger global context. The article concludes with a call for the TESOL field to identify the full potential of code switching and categorize its functions so that teachers may be helped to use it purposefully.

The use of mother tongue and English in the learning and expression of science concepts: a classroom‐based study

This paper describes one aspect of a teaching intervention involving groups of primary teacher trainees in Swaziland involving four different combinations of language usage and teaching strategies. The main focus is on the language dimension of the study. Audiotapes of group work were analysed for several features including the use of both English and SiSwati and its effect on conceptual change, the causes and frequency of language changes and the social interaction of the group during learning. Analysis of the transcripts of the tapes showed that the use of SiSwati served several important functions including articulation and elimination of alternative conceptions, clarifying of concepts and formulating ideas.

Improving pre-laboratory preparation of first year university chemistry students

This study uses an action research approach to investigate how different modes of pre-laboratory preparation contribute towards a fruitful laboratory experience for first year students on an access programme. We considered the experience to be fruitful if the students successfully acquired procedural understanding, communicative competence and were able to apply the conceptual understanding to make the purpose of the labs meaningful. A group of students was observed by participant observers during 1996. Data was gathered during laboratory sessions and from written pre-laboratory work. These data were analysed and changes were instituted in the running and conceptualization of the laboratory in the subsequent year. A group of students was again observed and data collected. Two important factors emerged from the analysis of the data. One finding was the importance of adequate student preparation for the laboratories, regardless of the mode of preparation employed. Another was that the ability to prepare depended on the conceptual and procedural understanding of the laboratory as a whole. Preparedness is also important if conceptual benefit is to be obtained from the practical experience.

The use of a conceptual change model and mixed language strategy for remediating misconceptions on air pressure

This paper follows an earlier one which reported the ideas held by African primary school teachers on air and air pressure (Rollnick and Rutherford 1990). It describes an intervention carried out to remediate the misconceptions on air and air pressure held by primary school teacher trainees in Swaziland (N=145). Both language and conceptual change strategies were used in the intervention and it was found that the use of a mixed language strategy was most effective in alleviating misconceptions, but not necessarily in replacing them with scientific conceptions. The use of conceptual change strategies was also found to be effective in some instances.

African primary school teachers‐what ideas do they hold on air and air pressure?

This paper reports on the ideas held by primary school teacher trainees on some concepts about air and air pressure. The teacher trainees at several training institutions were asked to complete a questionnaire designed to establish their ideas before instruction on the topic. Many of the ideas they held were found to be similar to those found in younger people in previous research carried out in developed countries.

A model for studying gaps in education: a Swaziland case study in the learning of science

Abstract Frequently voiced complaints about gaps between different stages of education systems are seldom thoroughly explored and explained. This paper develops a model to provide a holistic analysis of educational gaps. It does so by first differentiating two aspects of a gap — a momentary and longitudinal aspect and then examining data about the system at both the macro and micro level. A Swazi case study on a perceived gap between the junior and senior secondary stage is used to illustrate the use of the model. The model proved useful in identifying aspects of the gap needing bridging, e.g. progression in teaching and assessing for higher levels, and dispelling myths about disparities that did not exist, e.g. lack of articulation in the content of the syllabus between the two stages.

Students’ learning-approach profiles in relation to their university experience and success

What is the connection between student success and their approaches to learning? Do learning approaches develop with university experience? We explored these questions by constructing profiles using a specially developed fixed response instrument and administering this to students at two similar South African universities. Groups consisted of access course applicants, access course students, and first and second year mainstream chemistry students. Successful senior students showed more sophisticated approaches to learning than other groups. Unsuccessful students fell into two different categories: those using a surface approach, and predominantly first generation tertiary students who used deep approaches. We discuss possible reasons for the latter groups lack of success. These findings raise questions for academic development practitioners advocating the use of deep approaches. The instrument was found to be useful for both diagnostic and pedagogic purposes.

What lies at the heart of good undergraduate teaching? A case study in organic chemistry

Teaching organic chemistry at the undergraduate level has long been regarded as challenging and students are often alienated by the mass of detail which seems to characterise the subject. In this paper we investigate the practice of an accomplished lecturer by trying to capture and portray his pedagogical content knowledge, PCK, in order to reveal his tacit knowledge as a resource for others. Data analysed from interviews and a set of five introductory lectures showed the framing of Big Ideas designed to underpin later work in the course. Five manifestations of his practice emerged strongly from the data analysis, namely Explanations, Representations, Interaction with Students, Curricular Saliency and Topic Specific Strategies. This realisation allowed us to make inferences about his underlying knowledge and beliefs regarding how the discipline should be taught. We found that the most important aspect of his practice was his recognition of the basic underlying concepts to be mastered before starting the main part of the course, and his strong beliefs related to the learning of the discipline. The extraction and portrayal of these practices are a valuable resource for novice lecturers.