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Abstract
While a solid understanding of science content knowledge is important in developing expertise in science teaching, it is not necessarily a sufficient condition to teach science effectively in elementary schools. Teachers need to have the ability to transform their knowledge into forms learnable by students. Based on this perspective, the current study explored how science content knowledge was pedagogically transformed in Korean elementary classrooms. Data sources included video-recorded science lessons of five elementary teachers in a metropolitan city of Korea. The analysis of the data revealed that the Korean teachers often engaged in transforming science content knowledge by means of different semiotic modes, including language, pictures, materials, actions, and their complex combinations. Further, their representations of scientific knowledge were in diverse forms, such as personifications, analogies, quiz questions, pictorial models, diagrams, animations, real-life examples, hand demonstrations, videos, flash tools, and songs-and-dances. Future research involving a wider range of participants, such as students, content specialists, and teachers with weak and strong content understanding, was suggested to confirm the findings of this study and find more various ways of pedagogical transformation of science subject matter knowledge.
Acknowledgements
Figures 1, 2, 4, 5, 6, 8, 9, and 10 are reproduced from http://www.indischool.com, http://www.i-scream.com, and http://www.lg-sl.net. The authors of this study are thankful for the support for Korean teachers with a variety of teaching resources.
Notes
This article was originally published with omissions. This version has been corrected. Please see Corrigendum (http://dx.doi.org/10.1080/09500693.2013.770632).
