Gilbert Nshogoza
3 Publications in AERD
Author Publications
Export PDFIntegration of topic-specific pedagogical content knowledge components in secondary school science teachers’ reflections on biology lessons
By Thumah Mapulanga
Teachers’ reflections on their practice are a powerful tool for measuring and supporting their professional knowledge. Pedagogical content knowledge is one of the most influential domains of teacher professional knowledge. This multiple-case study investigated the topic-specific pedagogical content knowledge (TSPCK) components that Zambian secondary school science teachers integrate when reflecting on biology lessons. Three teachers from the same school were observed teaching a biology lesson and attended post-observation interviews. Data were mainly collected through lesson plans, lesson observation field notes and post-observation interviews. The data were analysed using in-depth analysis of explicit TSPCK, enumerative and constant comparative approaches. TSPCK maps were constructed to illustrate each teachers’ integration of TSPCK components. The results revealed four features about the integration of TSPCK components: (a) None of the teachers depended solely on a single TSPCK component as they integrated other components (b) The components curricular saliency, students’ prior knowledge and misconceptions, and conceptual teaching strategies were central in the TSPCK maps of all the teachers, while representations and analogies, and what make the topic easy/difficult to teach/learn were least integrated (c) All teachers had different pairs of reciprocal connections among TSPCK components, and (d) All teachers had different pairs of most integrated components. The implications of these findings for science and teacher education research were presented and discussed. It was concluded that teachers’ reflections revealed the integration between TSPCK components and showed them differently. The study recommends investigating teachers’ reflections over several lessons and tracking any changes in their TSPCK integration. © The Author(s) 2024.
Students’ Perceptions of Biology Teachers’ Enacted Pedagogical Content Knowledge at Selected Secondary Schools in Lusaka Province of Zambia
By Thumah Mapulanga
Since teachers’ pedagogical content knowledge (PCK) plays a vital role in attaining educational goals, it has become a favourable construct in science education research. Because students are more perceptive when evaluating teachers, this quantitative survey examined students’ perceptions of biology teachers’ enacted PCK (ePCK). The sample consisted of 319 students from six secondary schools in three districts of Lusaka province, Zambia. Data were collected using a Likert-scale questionnaire called “students’ perceptions of teachers’ enacted PCK” questionnaire. It had a Cronbach’s alpha value of 0.842, indicative of good reliability. Data were collected on six ePCK components: curricular saliency, what makes the subject easy or difficult to understand; conceptual teaching strategies; representations; students’ prior knowledge; and assessment. The findings revealed that the students perceived that their biology teachers’ ePCK was moderate (M=3.61, SD=0.47). While the component ‘students’ prior knowledge’ was the most enacted (M=4.01, SD=0.73), while ‘what makes the subject difficult to understand’ was the least enacted component (M=3.01, SD=0.77). Statistically significant differences were observed in students’ perceptions pertaining to the variables grade level and type of school but not gender. These findings suggest that students’ perceptions of the teachers’ ePCK may highlight areas that teachers may reflect on to improve their PCK and, hence, students’ learning. The implications of these findings on teaching and learning were discussed. The study recommends using students’ perceptions to evaluate teachers’ knowledge and the general teaching-learning process. © 2023 Society for Research and Knowledge Management. All rights reserved.
Teachers' Perceived Enacted Pedagogical Content Knowledge in Biology at Selected Secondary Schools in Lusaka
By Thumah Mapulanga
The pedagogical content knowledge (PCK) of teachers influences students' achievement of the learning outcomes. This study examined teachers' perceived enactment of PCK in biology. The quantitative survey design was adopted by using a Likert-scale questionnaire consisting of six components of PCK, namely curricular saliency, students' prior knowledge, what makes the subject easy or difficult, representations, conceptual teaching strategies, and assessment. Data on teachers' perceived enacted PCK (ePCK) were collected from 54 biology teachers selected from 14 secondary schools in three districts of Lusaka province. The data were analyzed by computing descriptive and inferential statistics using Statistical Package for the Social Sciences (SPSS) software. The findings revealed that: (a) respondents' perceived ePCK was high (M = 4.29, SD = .37), (b) respondents' perceived ePCK was not influenced by gender, teaching experience, and type of school, (c) respondents' perceived ePCK was influenced by their academic qualifications, (d) the component students' prior knowledge and misconceptions was the most enacted component, and (e) the component what makes the subject easy or difficult was the least enacted component. The results highlight areas in teachers' PCK that require enhancement. The study recommends using teacher professional development to enhance teachers' ePCK in the component what makes the subject easy or difficult to understand. Further research may use larger samples and more data sources to increase the validity of the findings. © 2022 Society for Research and Knowledge Management. All rights reserved.
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