%0 Journal Article
%T Using Teachers¡¯ Choice of Representations to Understand the Translation of Their Orientation Toward Science Teaching to Their Practice
%A Sarah B. Boesdorfer
%J Electronic Journal for Research in Science & Mathematics Education
%D 2015
%X Representations are an effective tool that chemistry teachers choose to use in their classes to help their students understand abstract concepts. According to the model of pedagogical content knowledge (PCK), a teacher¡¯s knowledge of representations is part his/her PCK, which is shaped specifically his/her orientation towards science teaching. Yet, PCK is criticized as focusing on teachers¡¯ knowledge not how their knowledge is translated to their practice. This study used a comparative case study of two secondary chemistry teachers to explore the relationship between the teachers¡¯ choice of the representations used in their practice and their orientation toward science teaching. The study focused on the teachers¡¯ use of representation for a unit on electronic structure and the periodic table, which they both identified as abstract for students. Results of the study indicate that the teachers¡¯ choices of representations were reflective of their orientation toward science teaching. The finding support questioning a teacher about representations as a useful tool for understanding teachers¡¯ PCK as it is translated to practice
%U https://ejse.southwestern.edu/article/view/13871