Abstract:
Several reviews of science education have lamented the lack of content knowledge of primary teachers and implied that improvements in this area would lead to better teaching and learning. Knowledge of content in terms of subject matter knowledge is only one requirement for a teacher of science. Shulman (1986) describes the content knowledge in teaching as comprising subject matter content knowledge, curriculum knowledge and pedagogical content knowledge. Teachers of science need an understanding of each of these areas and the ability to integrate them within their classroom programme.
This thesis reports on an investigation where a Science-Technology-Society (S-T-S) perspective was used as a context and conceptual framework for developing content knowledge in science. A case study approach was used with a final year pre-service science course. The course was based on constructivist principles and it gave opportunities for the students to identify and develop their knowledge base in the teaching of science through experiences in a variety of interactive S-T-S related activities.
The thesis describes the initial ideas of the pre-service primary students about content knowledge in relation to the teaching of science. It then identifies the development of these ideas and highlights some of the implications of the issues that emerged.
The pre-service S-T-S course did encourage students to adopt a more coherent and contemporary view of science. It lead participants to view science as an everyday activity that was relevant, accessible and people orientated. This perspective was now more apparent to students in their readings of the science curriculum. The course also generated considerable interest in science and the teaching of science. Associated with this developing interest was a greater willingness to engage with subject matter knowledge and to develop personal understandings in science.
While students' personal understanding of aspects of the three knowledge areas appeared to improve there were still difficulties in translating their ideas into the classroom context. In particular, there appeared to be a lack of clarity about the role of teachers in helping their students to 'know' more about science and what might be involved in 'doing' science.
