The Pedagogical Content Knowledge (PCK) of male and female science teachers at the basic stage in the Republic of Yemen

AlMufti, Abdoh Nuamaan; Alshamrani, Saeed Mohamed

doi:10.21608/mktm.2023.310310

The Pedagogical Content Knowledge (PCK) of male and female science teachers at the basic stage in the Republic of Yemen

Authors

¹ King Saud University

² Professor of Science Curriculum and Teaching Methods - College of Education - Saud University

10.21608/mktm.2023.310310

Abstract

The research aimed to reveal the Pedagogical Content Knowledge (PCK (of male and female science teachers at the basic stage in the Republic of Yemen. To achieve this goal, the qualitative approach was used using a case study method. Data were collected in various ways, Triangulation, by applying three research tools: Content Representations CoRe, classroom observation, interviews, and audio recordings of lessons. The researchers made sure to achieve the reliability and reliability of the tools by scientific methods. Four people participated in the research, two male and two female teachers. The results of the research showed that science teachers depended on the study sample on the textbook as a main source for teaching science. It also showed that male and female teachers were able to know the horizontal and vertical interdependence of the topics and to know the previous topics for each subject, and that science teachers in the areas of objectives were limited to the knowledge field, and at the levels of remembrance and understanding in the cognitive field. As for the dimension of knowledge of the characteristics of students, the results showed that male and female teachers were able to determine the previous experiences that students are expected to have regarding the topic of the lesson during planning, and they were able to identify the difficulties that students face in general, while they were unable to identify the individual difficulties of a specific group of students.

Keywords

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