Analogy:a Pedagogical Content Knowledge Approach To Teaching And Learning Science

Salih, Maria (2002) Analogy:a Pedagogical Content Knowledge Approach To Teaching And Learning Science. In: The Inaugural Upsi International Teacher Education Conference, 6-8 Mei 2002, Putrajaya,malaysia.

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Abstract

A good background of subject matter knowledge and the ability to transform it to pedagogical content knowledge (PCK) during instruction has greatly contributed to teaching and learning 9Shulman, 1986). Approaches of transforming subject matter knowledge to pedagogical content knowledge such as experiments, discussion, simulation, concept maps and mind-maps are familiar to the majority of Malaysian teachers as they are embedded in the syllabus. A significant approach that has not been given much emphasis in Malaysian educational context generally and the pedagogy of teaching and learning specifically, is analogy. The use of analogy can effectively transfer abstract science concepts to students of specific background and prior knowledge (Treagust, 1993). As such, an insight into this approach is necessary and appropriate especially in this millennium when there are so many new ideas and innovations are being advocated in teacher education. This paper introduces analogy and its strengths and weaknesses as a tool in teaching and learning science. Its proper and effective use as a PCK approach will also be addressed from the review of literature. The paper also discusses the use of analogy by Malaysian science students in learning an abstract Biology concept to give some insights on pedagogical content knowledge that can be used by preservice, novice and experienced teachers in their classrooms.

Item Type: Conference or Workshop Item (Paper)
Subjects: Biology Education > Biology Education
Divisions: Universiti Pendidikan Sultan Idris
Depositing User: @ IT Manager UTM...
Date Deposited: 22 Jul 2013 17:06
Last Modified: 26 Nov 2013 04:12
URI: http://merr.utm.my/id/eprint/4090

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