Essential Knowledge for Science Teachers
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Abstract
"In order to become a science teacher, what kind of knowledge or lessons does a science teacher require?" This question leads to rethinking the knowledge needed for teachers because nowadays, science student teachers have developed content knowledge and teaching method knowledge separately. For a reason, it is found that there are still some teachers who teach science regardless of the prior knowledge of the students; to transfer the content, the learning process can only be lectured to the learners. This demonstrates that teachers lack the ability to adapt scientific content in order to convey it to learners in an appropriate way.
In this article, we examine the elements of teachers' knowledge from the perspectives of various educators. In summary, the teachers' knowledge includes: content knowledge, curriculum knowledge, students’ knowledge, pedagogical knowledge, measurement knowledge and pedagogical content knowledge which is knowledge about teaching in specific subjects. Therefore, in the past, educators have conducted research to find answers to the knowledge they needed. Nowadays, the concept of essential knowledge for teachers is becoming more apparent. In the past, teaching knowledge in specific subjects was not emphasized. However in the future, educators are likely to pay more attention to this lack of knowledge in order to further develop effective science teachers.
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