2. Pedagogical representations in PCK
Based on their PCK, teachers translate subject content knowledge into useful forms of
representations of ideas in the form of “powerful analogies, illustrations, examples,
explanations and demonstrations” to facilitate comprehension by students (Shulman,
1986).
3. Pedagogical
representations in PCK
Based on their PCK, teachers translate subject content
knowledge into useful forms of representations of
ideas in the form of powerful
i. Demonstrations (Visual Models)
ii. Analogies,
iii. Illustrations,
iv. Examples,
v. Explanations
vi. ‘Simulations’
to facilitate comprehension by students (Shulman,
1986).
4. Demonstrations (Visual models)
A scientific demonstration is a scientific
experiment carried out for the purposes
of showing scientific principles, rather
than for hypothesis testing or knowledge
gathering.
5. Analogy
An analogy is a process for identifying similarities
between different concepts, the familiar concept is
called the analog and the unfamiliar concept is
called target (Glynn, 1991).
Analogies can serve as early “mental models”
that students can use to form limited but
meaningful understandings of complex
concepts.
Knowing how to use analogies effectively is an
important part of teachers’ pedagogical
content knowledge (Gess-Newsome, 1999).
A systematic comparison, verbally or
visually, between the features of the
analog and target is called a mapping.
6. Why is the analogy
described as a
“double-edged
sword”? Use an
example to explain.
• Although they can facilitate the learning
of abstract concepts, they can lead to
misconceptions.
• Consider the analogy of the “water pipe”
and “electrical wire.”
7. Teaching with analog (By Glynn, 1994)
1. Introduce the target concept
2. Remind students of what they know of the analog concept
3. Identify relevant features of analog and the target
4. Map the similar features of the analog and the target
5. Indicate where the analogy between the analog and target
breaks down
6. Draw conclusions
8. The instructional role of illustrations:
• Can attract learners’ attention – a precondition to learning
• Aid retention
• Enhance understanding of abstract and concrete concepts
• Good visuals will motivate learners and improve comprehension
• Used to highlight key concepts
10. Examples:
• Serves as vehicle for both conceptual learning and affective engagement
• Contextualising scientific concepts
• Helps learners understand abstract conceptual knowledge
• Examples become an important part and a significant element for special
reference
• Teachers use certain examples to explain and give scientific
understanding to the students
• Examples plays a significant role in developing the conceptual
11. EXPLANATIONS:
• Statement or set of statements that clarifies the reasons, causes, context, or
principles that underpin a particular phenomenon
• Central to the discipline of science as one of the goals of the discipline is to
provide explanations that lead to a deeper understanding of concepts
• Explanations usually has 5 parts:
oNaming or specifying the concept
oDescribing elements or components of the concept in an appropriate order
oExplaining how the elements relate or connect to each other
oProviding an example
oConcluding statements
13. YOUR TURN:
• Watch this video: https://www.youtube.com/watch?v=h79K6yiAM6k
• Analyse the video by following the Teaching with analog six steps
• Discuss the strengths of using this analogy
• Discuss the limitations associated with using this analogy in the
classroom
• Possible misconceptions arising from using this analogy in a
classroom
14. Next Lecture Prep:
• Watch this video:
https://www.commonsense.org/education/videos/introduction-to-
the-tpack-model
• Read this article and summarise:
https://www.learntechlib.org/p/29544/
