Design and validation of an instrument to determine the relationship between pedagogical content knowledge and practical work in science instruction
Samuel David Vargas 1 2 * , Andrés Bernal-Ballén 1 , John Jairo Briceño-Martínez 3 , Yefrin Ariza-Bareño 4
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1 Universidad Antonio Nariño, Facultad de Educación, Grupo de Investigación Conciencia, Bogotá, COLOMBIA2 Secretaría de Educación, Bogota, COLOMBIA3 Universidad Antonio Nariño, Facultad de Educación, Grupo de investigación Culturas Universitarias, Bogotá, COLOMBIA4 Universidad Católica de Maule, Facultad de Ciencias Básicas, Grupo de investigación Estudios Metateóricos sobre la Ciencia y la Enseñanza de las Ciencias-EMCiEC, Talca, CHILE* Corresponding Author

Abstract

Research in science education has recognized the importance of pedagogical content knowledge (PCK) and its relationship to practical work. Although efforts have been made to characterize this relationship accurately, research in this field still needs to be completed. This article shows an instrument’s design and validation process that aims to determine the perception of PCK elements and their incidence in the design, implementation, and evaluation of practical work in science teachers. The questionnaire was subjected to content validation by a panel of experts and a pilot study to evaluate its internal consistency through Cronbach’s alpha. The construction and validation yielded an instrument of 30 items grouped into five categories: orientations toward science teaching, knowledge of the curriculum, knowledge of assessment, knowledge of students’ understanding of science, and knowledge of instructional strategies. Reliability yielded a Cronbach’s alpha value of 0.881, showing the development of a consistent and reliable instrument.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 1, January 2024, Article No: em2382

https://doi.org/10.29333/ejmste/13962

Publication date: 01 Jan 2024

Online publication date: 06 Dec 2023

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