Teachers’ Transformed Subject Matter Knowledge Structures of the Doppler Effect

Mpho Mosabala

doi:10.29333/ejmste/89842

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Mpho Mosabala ¹ ^*

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¹ School of Education, University of the Witwatersrand, SOUTH AFRICA
^* Corresponding Author

Abstract

The pupils’ poor performance in science in South African secondary schools is well documented. Therefore, it is deemed necessary to conduct a study that would portray knowledge structures for teaching a science topic. This is an empirical qualitative interpretive multiple case study looking at four physical science teachers teaching Doppler Effect to Grade 12 pupils. The data was collected through classroom observations and teacher interviews. Data analysis was done using concept maps. The results show that teachers’ knowledge as portrayed during the teaching lack coherence and to some extent the correctness that is expected of teachers. The weaknesses are considered likely to compromise their pupils’ conceptual understanding of the topic.

Keywords

concept maps
connectedness
correctness
Pedagogical Content Knowledge
subject matter knowledge

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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

https://doi.org/10.29333/ejmste/89842

EURASIA J Math Sci Tech Ed, 2018 - Volume 14 Issue 6, pp. 2407-2417

Publication date: 10 Apr 2018

Article Views: 917

Article Downloads: 623

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How to cite this article

APA

Mosabala, M. (2018). Teachers’ Transformed Subject Matter Knowledge Structures of the Doppler Effect. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2407-2417. https://doi.org/10.29333/ejmste/89842

Vancouver

Mosabala M. Teachers’ Transformed Subject Matter Knowledge Structures of the Doppler Effect. EURASIA J Math Sci Tech Ed. 2018;14(6):2407-17. https://doi.org/10.29333/ejmste/89842

AMA

Mosabala M. Teachers’ Transformed Subject Matter Knowledge Structures of the Doppler Effect. EURASIA J Math Sci Tech Ed. 2018;14(6), 2407-2417. https://doi.org/10.29333/ejmste/89842

Chicago

Mosabala, Mpho. "Teachers’ Transformed Subject Matter Knowledge Structures of the Doppler Effect". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 6 (2018): 2407-2417. https://doi.org/10.29333/ejmste/89842

Harvard

Mosabala, M. (2018). Teachers’ Transformed Subject Matter Knowledge Structures of the Doppler Effect. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), pp. 2407-2417. https://doi.org/10.29333/ejmste/89842

MLA

Mosabala, Mpho "Teachers’ Transformed Subject Matter Knowledge Structures of the Doppler Effect". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 6, 2018, pp. 2407-2417. https://doi.org/10.29333/ejmste/89842