Proposal

Faculty of Science
Division of Postgraduate Academic Management
SUBMISSION OF RESEARCH PROPOSAL
Name of
Candidate:
Tarisai Mudzatsi
Person
Number:
859057
Programme: Master of Science
School: Education
Name of Supervisor Supervision Type School % of Supervision
Dr. Elizabeth
Mavhunga
Education 100%
Title of Research Proposal:
Examining the development of Topic Specific PCK in Stoichiometry among three practicing
teachers through a lesson study.
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Date: ______________________________
A Research Proposal should include the following components:
 Introduction
 Aim
 Hypotheses and Questions
 Methodology
 Work plan
Guidelines on the length of a ResearchProposal:
 PhD [± 3000 w ords]
 MSc (Dissertation) [± 3000 w ords]
 MSc (Coursew orkand Research Report) [1500 to 1800 w ords]

Examining the developmentof Topic Specific PCK in
stoichiometryof three practicingteachers through a
lessonstudy
Tarisai Mudzatsi

A proposal submitted to the Faculty of Science, University of the
Witwatersrand in partial fulfillment of the requirements for the
degree of Master of Science in education
June, 2015
CONTENTS
1.0 Introduction 3
2.0 Purpose of the Research 4
3.0 Rationale/Background 5
4.0 Literature Review/Theoretical Frameworks 6
5.0 Research Questions 11
6.0 Research Design and Methodology 12
7.0 Data Analysis 14

8.0 Ethics Statement/Research Rigor 17
9.0 Conclusion 18
10.0 References 20
Appendices i-vii 22-32
1.0 INTRODUCTION
Professional learning communities are generally regarded as having a positive impact in
improving teacher knowledge. In mathematics Brodie and Sanni (2014) and Brodie, Molefe &
Lourens (2014) have studied the impact that group planning and professional learning groups
have on improving the quality of teaching and the consequent, improvement in learner
performance. The understanding about what kind of teaching brings about effective learning by
practicing teachers remains vague. While many theories have been propounded, tried and tested,
not one has prescribed an all-embracing universal teaching theory.
A lesson study is a professional development approach ‘credited for Japan’s steady improvement
in education’ Lewis et al. (2006, p. 3). A key feature in a lesson study is the presence of
experienced, expert teachers or teacher educators in the planning of lessons. Such contexts
promote the emergence of reflective and constructive practices located purposefully within a
specific topic. Earlier works on pedagogy have shown that teachers need a special kind of
knowledge to make learners understand what they teach. The works of Lee Shulman (1986;
1987) coined this type of knowledge Pedagogical Content Knowledge (PCK). Of high interest to
this study is the Pedagogical Content Knowledge located within a specific topic called Topic
Specific Pedagogical Content Knowledge (TSPCK).
The topic specific nature of PCK studies is discussed in the works of Davis & Krajcik (2005);
Veal and Kubasko, (2003) who have argued that PCK is discipline or domain-specific and can be
developed for particular topics (Van Driel et. al., 1998; Hashwash, 2005). There is therefore a
need to explore the development of TSPCK of practicing teachers through the establishment of

professional learning groups in the context of a lesson study. Furthermore, Magnusson, Krajcik
and Borko (1999) have highlighted the need to develop topic-specific PCK for all topics that are
taught in Science. The wide array of topics in the domain of science therefore creates a multitude
of gaps in research literature for the development of TSPCK. The value of such pedagogic
knowledge for research in Science education is discussed briefly in the purpose of the research in
the next section.
TSPCK has focus on how a specific topic is taught, a feature found in the Japanese lesson study
approach. Thus, the research proposed here seeks to trace the development of TSPCK in a
specified topic used in lesson study that includes three physical science practicing teachers; I am
one of the practicing teachers but will assume a pseudo identity for purposes of reasonably
minimizing bias and increasing objectivity within means. The study looks at the development of
these teachers as a collective and determines their development in TSPCK in stoichiometry as a
topic, in a planning context and in actual classrooms, as no similar study has been done with the
construct of TSPCK.
2.0 Purpose of the research
The purpose of the study is to determine the improvement of TSPCK in stoichiometry in
practicing Science teachers through interactions with each other and with experts in a lesson
study. The study has further interest in examining how the newly developed TSPCK translate
into the teaching practice of the participating teachers. There is a need for Science teachers to
restructure the nature of their knowledge and pedagogy to suit learners in the context of their
teaching. TSPCK is reported to assist in this challenge as it fosters pedagogical transformation
of content knowledge of a topic, which in turn may improve the teaching of the topic in school
physical science. The topic “stoichiometry and the mole concept”, although not directly tested at
grade 12, plays a very significant role in helping students answer examination questions
involving the quantitative analysis of chemical phenomena. Moreover, understanding grade 12
topics such as Rates of reactions, Chemical equilibria, acids and bases as well as
electrochemistry is heavily reliant on the understanding of Stoichiometry.

Professional learning groups of the sort described in lesson studies help teachers form forums at
which they can collectively reflect on their practices. In so doing, they can keep records and
databases of suggested instructional practice improvement strategies. In South Africa the
teaching of Science has been perceived as inconsistent in the light of poor performance on
benchmarking tests and international examinations such as the Third International Mathematics
and Science study (TIMMS) as well as the Annual National Assessments (ANA) as well as the
UNESCO/UNICEF sponsored Monitoring of Learner Achievement (MLA). Moreover
Diagnostic Reports on analyses of examination results have consistently shown poor
performance in topics involving quantitative Chemistry. The background to the study in the
section that follows explains the need for research documenting how TSPCK develops among
practicing teachers through their involvement in a lesson study. The benefits of such research to
the Science education community and Science students are also discussed.
3.0 Rationale
In the light of poor results, especially at Matric, there is a need to harness the qualities of
teachers in specific topics and involve them in Lesson Studies for the purpose of professional
development. A lesson study engages teachers in the joint preparation for lessons, teaching and
analyzing and giving critiques to lessons of colleagues they observe. Physical sciences results
have been found to be generally poor with the majority of learners achieving very low marks,
particularly in topics involving stoichiometric calculations.
The table below shows Physical Science results between 2011 and 2014:
Table 1: Diagnostic report of 2014 physical science results
Year No. Wrote No. achieved
at 30 % and
above
% achieved
at 30 % and
above
No achieved
at 40 % and
above
% achieved
at 40 % and
above
2011 180 585 96 441 53,4 61 109 33.8
2012 109 918 109 918 61,3 70 076 39,1
2013 124 206 124 206 67,4 78 677 42,7
2014 103 348 103 348 61,5 62 032 36,9
Source: Diagnostic report of the 2014 National Senior Certificate Examination.

Improvement in the delivery of science content for student understanding puts the knowledge of
the teacher to work. The world of science is tentative and dynamic; this calls for teachers of
physical science to stay abreast with technological and scientific advancements, including direct
issues of content and the demands of a dynamic curriculum. Shulman (1986) states that “In order
to teach science that promotes students’ understanding, teachers need pedagogical content
knowledge PCK”. (p. 8). Loughran (2006) distinguishes between teaching aimed at just
delivering of content and teaching that promotes learner understanding, the differences between
the two terms are noted by the author, however, the need to do something about it is emphasized.
Theory has also shown that teacher development programs that have been imposed on teachers
are often resisted by teachers. This has led to high expenditure on top-down approaches that are
of very little benefit to the teachers.
Fullan (2001) alludes to the underlying mechanism rather than surface features of instructional
innovation. When teachers themselves are behind their own professional development, the ideas
they come up with are perceived to be practicable and result in conceptual understanding. A
lesson study has the benefit of promoting the spirit of being in charge of own development as the
teachers come together as professionals; contribute to the planning and analysis of lessons
conducted by colleagues. For instance, Spillane (2000) argues that hands-on mathematics may be
lethal in that it does not consider the underlying mechanism that may be discussed to improve the
quality of lessons teachers deliver.
Community involvement in the work of teachers maybe perceived in a sociocultural perspective
as taking views of others into consideration in teaching and learning. Other authors have referred
to ‘as public research lessons’ (McLaughlin and Mitra, (2001). Such approaches enable teachers
to adjust their practices to suit a variety of contextual circumstances learners find themselves in.
4.0 Literature Review/Theoretical Framework
4.1 Pedagogic Content Knowledge as a valued construct in Science
Education

Teaching requires more than just the delivery of subject matter to the learners, in addition to
subject matter knowledge; teachers need a special kind of knowledge to make subject matter
comprehensible for the learners. Shulman (1986. p. 8) has dubbed this kind of knowledge
‘Pedagogical Content Knowledge (PCK)’. Shulman refers to PCK as the integration between the
teachers’ content knowledge and pedagogic knowledge. This means that the teachers’ subject
matter knowledge needs to be fused with pedagogical knowledge so that learners understand the
subject matter that is being taught. In science education research, pedagogical content
knowledge (PCK) is a useful theoretical framework for investigating teachers’ knowledge
according to Abell, 2007. Pedagogic Content Knowledge embraces the teacher’s subject
knowledge, the teachers understanding of the learners and the way they learn, learning contexts
and other processes of pedagogy and how it can be continually comprehended in new ways. In
other words, PCK is an extension of subject matter knowledge so that it can be understood by the
learner as well. The PCK model propounded by Shulman (1986) embraces Pedagogic
Knowledge, Content Knowledge and Pedagogic content knowledge, however, there are a number
of models of PCK that have since emerged with different components (Park, Jang, Chen and
Jung 2011; Loughran et al., 2006; Magnusson et al., 1999 all refer to PCK as a tacit construct,
difficult to express and capture. In the work of Park et al. (2011) the authors alerts us that PCK
can be described as planned or espoused PCK and also as Enacted PCK. Planned PCK is
observable in planning documents such as planning for a lesson and enacted PCK may be seen in
actual classroom situations. However, both the planned and enacted PCK are important in a
study of PCK. While for this study, both planned and enacted contexts are of interests,
however, the focus of the study is with a specific topic, ‘stoichiometry’ rather than a general
PCK at a level of the discipline like Science; therefore TSPCK as a construct is more relevant.
4.2 TSPCK as a construct in science education
Studies concerned with PCK have acknowledged and highlighted the importance of the topic
specific nature of PCK (e.g. Loughran, Berry & Mulhall, 2006; Rollnick, Bennett, Rhemtula,
Dharsey & Ndlovu, 2008. I have adopted the Topic Specific PCK framework (Mavhunga &
Rollnick, 2013) in Figure 1 below, where transformation of concepts within a topic is based on
thinking about content through a set of specific repertoire of content specific components that
enables it. Different models of PCK are employed in the studies cited above but our interest is

predominantly in topic specific PCK (TSPCK) which is related to Ball et al.’s specialized
content knowledge for teaching (Ball, Thames, & Phelps, 2008).
Figure 1: TSPCK model (Mavhunga and Rollnick, 2013)
The study takes note of the interaction of two or more of the PCK components shown on the model. The
teacher’s content knowledge is transformed into a form that is comprehensible to the learner thorough the
interaction of any of the components of TSPCK shown on the model. For instance, when an episode of
learner prior knowledge (LP) is noted together with curricular saliency, this may be during observation of
meetings (during the planning sessions) with teachers or during actual classroom teaching. The study
focuses on the development of this version of PCK that uses a lesson study as an analytic lens.
4.3 Lesson study as vehicle for PCK development
The research by Lewis, Perry and Murata (2006) focuses on local innovation and research that is
initiated by teachers for their own development rather than programs that are imposed on
teachers. This method of professional learning has spread through Japan and the United States of
America. Translated from the Japanese words ‘Juygun’ (instruction, lesson or lessons) and
‘Kenkuyu’ (research or study), this method advocates for instructional improvement strategies
that are built up from research data and teacher-researcher collaborations.
Lesson study is a collaborative study of live classroom lessons, with Japanese origins the
method has spread through the United States and some parts of Europe because of its

accreditation in the improvement of education in Japan. Nilsson (2014), working in a Swedish
environment, acknowledges that restructuring teacher knowledge and beliefs for instructional
improvement is a complex challenge. Participation in a lesson study is seen as a possible means
of improving science teachers Pedagogic Content knowledge. Teaching is viewed as a shared
practice involving collegial processes. Teachers working together with a researcher continually
plan lessons together, pre-test and post-test their learners, varying one aspect of the teaching
while the other aspects remain constant, in what is termed ‘variation theory’ described in the
lesson studies conducted by Lewis et al (2006). The teachers and the researchers then arrange
post-lesson colloquia with the aim of discussing lessons that have been taught and video
recorded with the intention of improving subsequent lessons. Other researchers who have used
lesson studies to observe the nature of classroom interactions with a focus on PCK include Berry,
Loughran and Van Driel, 2008; De Jong, Van Driel and Verloop, 2005 as well as Nilsson, 2014
who further distinguishes forms of professional teacher development that are done 'to and for’
teachers against other forms of professional development which occur 'with and by’ the teachers.
The research largely envisages a situation where the focus is teacher professional knowledge of
teaching. Since my study seeks to examine TSPCK development in practicing teachers, the use
of a Lesson study is seen appropriate as the focus is highly on the teachability of a specific topic,
it will be stoichiometry in my study.
Lewis et al (2006) shows how lesson study results in instructional improvement through iterative
cycles of improvement research (p. 3). The authors lists observable features of a lesson study
that range from the study of existing curricular documents, the co-planning of lessons,
consideration for resources and the collection, presentation and discussion of collected data. In a
lesson study, the teachers are compelled to value their practice, connect with colleagues and are
motivated to improve. Moreover, what are strengthened during these studies are their knowledge
of subject matter, instruction as well as the linking of daily practices to long term goals. The
refinement of lesson plans in the study also leads to instructional improvement. Practicing
teachers’ TSPCK can be developed in the context of a lesson study as their lessons are informed
by a lesson first taught by an expert science teacher. The three teachers in the group re-teach the
same lesson in their respective schools after group planning of the lessons.

The research questions have been designed to inform the collection of data that reveals the
development of pedagogical content knowledge among practicing teachers. It is hoped that the
joint planning of lessons, video analysis of lessons and suggestions for improvement from
colleagues leads to better performance in answering questions in the PCK tool.
4.4 CoRe as a platform for capturing developing TSPCK in a lesson
study
Classroom observational techniques will be used to take note of the way the teachers use science
content representation effectively. Classroom observation tools assess teacher knowledge of
curriculum (Curricular Saliency [CS]), knowledge of students (Learner Prior [LP] knowledge)
and their contexts as well as knowledge of learner assessment in science, all these are all
observed using appropriate observation schedules. A PCK tool is also completed by the teachers
involved in the study before and after the teaching episodes. Content Representation [RP] is
measured using the [CoRe], a tool adapted from Loughran et al. (2006). A CoRe provides an
analytic lens through which I will tabulate ‘big ideas’ or main concepts in Stoichiometry. For
instance, these ‘big ideas’ will be planned for, and taught against prompts such as the intended
teaching about each ‘big idea’, the reasons why the listed intentions have to be learnt, identifying
knowledge related to the ‘big ideas’ that the teacher or the curriculum holds back (curricular
salience). The possible difficulties with each of the big ideas are also included in the CoRe
together with teaching and assessment strategies related to stoichiometry.
4.5 Learning Difficulties in Stoichiometry and the mole concept
Research on the common misconceptions among learners in the topic Stoichiometry plays a
significant role in elucidating the nature of learner understanding of quantitative analysis in
Chemistry. Packer (1988) also reviews difficulties in the learning of Stoichiometry by alluding to
the fact that there are several features of the atomic model which make it difficult to learn. For
instance, the atomic model deals with abstract concepts such as the wave-particle model and the
tacit nature of atoms and molecules. It is undisputable that describing minute substances that are
not tangible can be a daunting task for educators. The communication of science through

unfamiliar symbols and language creates barriers especially for second language learners;
however, language issues are beyond the scope of this writing.
Prior learner understanding is an important factor in the determination of effective teaching;
teachers need to understand their learners’ prior conceptions in order to establish appropriate
instructional strategies that promote effective learning. Ausubel has argued that meaningful
learning is always based on a relevant set of concepts already held by the student. Cognitive
psychologists (Piaget,1896-1980) and Constructivists (Vytgosky, 1978) have maintained that
prior knowledge is pre-requisite to effective learning, particularly in science, individuals
therefore construct knowledge from experience (Hamza and Wickman, 2007; Taber, 2000a) ,
and the aim of teaching is therefore to develop knowledge that is already in the learner. A
TSPCK tool may as well be designed to measure the extent to which the teachers in the study
solicit for prior knowledge of learners during the study.
5.0 Research Questions
In the light of the purpose of the research study, to determine the development of TSPCK in
practicing teachers involved through a lesson study, the following research questions are asked.
1. How does a lesson study on Stoichiometry influence the development of TSPCK in the topic
and Content Knowledge of three practicing teachers?
2. How does the developed TSPCK in stoichiometry, if any, translate into their classroom
practices?
The research intends to answer the research questions above by developing empirical data that
shows that interactions in a lesson study result in the development of teachers’ topic specific
pedagogical and content knowledge. The research design and methodology section that follows
describes the means in which the data will be collected.

6.0 RESEARCH DESIGN/METHODOLOGY
The study will use Mixed Methods (MM) approach since a complex phenomenon, teacher
knowledge, is being investigated. This method involves the mixing of quantitative and
qualitative research methods, approaches, or other paradigm characteristics. In mixed research,
the researcher uses a mixture or combination of quantitative and qualitative
Methods, approaches, or concepts in a single research study or in a set of related studies
(Johnson & Turner, 2003). This kind of approach is adopted to obtain information from both
qualitative and quantitative data sources, a pragmatic position that says that both quantitative and
qualitative research are very important and often should be thoughtfully mixed in single research
studies. Mixed Methods research is a pragmatic approach that presents itself as a practicable and
probably the best way of answering questions in this research. It involves multiple factors
affecting the interactions of teachers in discussing how Stoichiometry can be taught for
conceptual understanding, thus illuminating the need to organize lesson studies for professional
growth and teacher development. Some aspects of the data require statistical (numeric) means of
analysis while others require descriptive (interpretive) patterns. Social interactions are a complex
phenomenon and can be hardly summarized using only the assignment of numerical values.
A number of factors interactively influence the development of TSPCK. This complex process
can hardly be captured using a single method of analysis since it requires multiple methods. This
view is reiterated by Park et al 2011 in arguing that TSPCK is topic specific, hence employing a
topic specific approach in their studies. Furthermore, the works of Park and Oliver 2008a;
Loughran et al. 2008; Hamza et al. 2008 all reveal the topic specific nature of PCK. For
demonstrating developing TSPCK during the lesson study and capturing of TSPCK in episodes
of teaching in classroom practices, qualitative data collected from the discussions and
observations will best be suitable. However, for measurement of shifts in the quality of TSPCK
as a direct impact of the lesson study as well as improvements in CK, pre/post quantitative
comparison will be best suitable. The section below describes the tools to be used to capture data
from the sample of three practicing teachers.

6.1 Collection of Data
Research question 1 calls for data collection of two distinct constructs, namely, the (i) content
knowledge and (ii) TSPCK of the three practicing teachers’. The discussion below explains for
each case;
(i) For measuring shifts in Content Knowledge
Content knowledge (CK) is measured using a validated content knowledge tool attached as
Appendix 1 which is completed by the teachers at the beginning of the study and at the end of
the study for comparison to ascertain TSPCK development. The tool, developed by Malcolm
(2013) is administered to participating teachers in the form of a pre and posttest. The pretest will
be done at the beginning of the lesson study and the post test on completion of the lesson study.
The tests will be administered by the researcher, while also completing the test under the same
conditions as the other two teachers. It is acknowledged that as a researcher and also testing
myself there is a level of bias in my favor as I would have engaged with the tool a little bit more
than the others. However I intend to complete the tool as honest as I can in the presence of
others and store the completed data in the same way.
(ii) For measuring the shifts in TSPCK as a result of the lesson study
The TSPCK shifts will be measured in two ways. Firstly by administering the TSPCK as a set of
pre-posttests, at the same intervals as explained for the CK tool above. The completed tools will
assist in determining shifts in the quality of TSPCK in stoichiometry, specifically. I also intend
to capture the content of the discussions by the project team in the lesson study. I intend to video
record all the meeting sessions, and collect all planning documents such as the [CoRe’s] and/or
lesson plans developed as outputs of the interactive discussions.
The second research question, research question 2 requires evidence of demonstration of TSPCK
in the teaching practice of the three participating teachers. As TSPCK like PCK is tacit the
lessons taught by the practicing teachers based on discussed lessons plans will be videotaped. It
will be two lessons by each teacher with Grade 11 learners in their respective schools. This
includes me as one of the participating teachers. I will also conduct pre and post semi-structured

lessons with the teachers which will be audio recorded. The use of video-recorded lessons will
enable the researchers to replay the visuals and audios time and again. Accurate analytic
transcriptions will emerge from such rigorous analysis.
Limitations in manpower, logistics and time constraints have necessitated the focus only on one
Big Idea of the topic, which is on the ‘mole’ in stoichiometry.
7.0 DATA ANALYSIS
The three tools that are going to be analyzed are on (i) the subject matter knowledge specific to
the topic stoichiometry and the mole concept; (ii) the topic specific knowledge for teaching in
the same topic; and (iii) the collected qualitative data from the lesson study discussions and
pre/post interviews with participating teachers.
Since the research uses a Mixed Methods approach, the analysis will combine qualitative and
quantitative methods. Qualitative analysis will be looking for episodes of TSPCK in the collected
qualitative data. The qualitative data, as mentioned above, is in the form of lesson planning
documents from the Lesson Study; semi-structured audio recorded interview questionnaires; the
video recording of post-colloquia lesson discussions by teachers and researchers also serve as
sources of narrative data that calls for qualitative analysis. The TSPCK in action videos of
teaching, interviews and field notes from stimulated video recall interviews will all be inclined
towards the narrative analysis of data. Observation notes play a vital component of this study in
that “observation precedes understanding” according to Boyatzis (1998, p. 1). Observed
phenomena can be easily understood when compared to narrated stories or events. Quantitative
analysis will be based on the completed TSPCK and CK tools. The TSPCK tool will be scored
using a specially designed TSPCK Rubric and the two-tier CK tool on “Stoichiometry’ scored
using a memorandum of correct answers. Shifts between pre-tests and post-tests in both TSPCK
and CK tools will be analyzed by employed using the Rasch statistical model and a t-tests on
their mean and variance scores. The use of inferential statistics is employed in determining the
effect of intervention on performance in test items. It is initially projected that the joint planning

of lessons will improve instructional strategies leading to worthwhile learning experiences for
increasing numbers of learners.
Table 2 below summarized the qualitative and quantitative analysis.
Table 2: Summary of how qualitative and quantitative analysis is applied
Research
Method
Data Source Type of
Analysis
Qualitative Video recorded
discussions in
lesson study
Narrative
Planning
document
Identification of
TSPCK
Episodes
Video recorded
classroom
observations
Identification of
TSPCK
Episodes
Quantitative TSPCK pre/post
tools
TSPCK rubric
and Rasch
statistical model
CK pre-post
tools
Memorandum of
correct answers
and Rasch
statistical model
Table 3: Schedule for data collection and analysis
A schedule for the collection and analysis of data
Time
Frame
Activities Researchtool Data Collection
Methods
Data Sources
and analysis
April,
2015
Development of tools
 Conceptual
understanding
 Teacher belief
tools
Literature reviews
of existing PCK
tools
Modification of
tools for
performance and
beliefs
Modifying
existing tools
Teacher-
researcher work
groups
Requests for
permission to
conduct
research
May, Compilation of Curriculum Gauteng Group planning

2015 stoichiometry teaching
package
documents,
Intervention
program
documents
department of
education portal
Website for
Thutong
of lessons and
assessments
June,
2015
Conducting pre-tests  PCK
 Stoichiomet
ry
performanc
e
 Teacher
beliefs
 Pencil and
paper tests
(researche
r)
 Questionn
aires for
each tool
 Audio-
recording
of teacher
beliefs
Qualitative(teac
her CK scores
and quantitative
data (pre-tests)
Performance
and narrative
components
July,
2015
Treatment over four
weeks
Stoichiometry
resource package
Other learning
materials, textbook,
apparatus etc.
Video recording
of lessons
Daily activities
description
journals
Analysis of
video
recordings
Notes in daily
journal
August,
2015
Conducting Post-tests PCK on
stoichiometry
performance tests
CK tool
TSPCK tool
Pencil and paper
tests for tools
(researcher)
End of program
summary;
portfolios; video
recordings of
teaching, notes
Qualitative
analysis of
teacher beliefs
Quantitative
analysis of post-
tests
Qualitative
analysis of
teacher beliefs
September
– October,
2015
Analysis of data PCK
Stoichiometry
performance
TSPCK tool
Audio and video
records
Chalkboard
photographs
Enacted PCK
Stimulated recall
interviews
Class tutorials
Activities
Worksheets as
additional
sources
Portfolios and
presentations
November
, 2015
REPORTING
The reporting of the analyzed data precedes the collection of data. The guidelines and
timeframes in the table are guiding principles as well as a management plan for the activities in
this study. However, some of the data collected is analyzed during data collection. The tools that

are used in this work have been reported in literature, for instance the Rubric by Lee et al. (2005)
has been considered to be generic in nature and less appropriate for a topic specific study.
Similarly, the categories used by Shulman (1986; 1987) exclude Topic Specific Knowledge for
Teaching (TSKfT), however they can be adopted and adapted to suit this study. The Loughran et
al. (2004) devised for Mathematics education the ‘CoRe’ and the ‘PaPeR’ instruments which
address a range of knowledge types that relate to PCK, recording also teacher PCK and making it
explicit rather than implicit.
Validity and trustworthiness
The validity of instruments used is also statistically analyzed using suitable codes. Shifts in test
scores rely on quantitative methods more than descriptive approaches in data analysis. Both
qualitative and quantitative methods will have equal weights in the current research, the methods
will complement each other in an intertwined and integrative way to bring the most out of the
research findings. The video recorded planning sessions and lessons will provide information on
the interaction of TSPCK components.
8.0 Ethics statement/Research rigor
The study intends to abide by all the guidelines of good ethical practice of social research as
stated in the Social Research Association (SRA) guidelines as well as the ethics committee of the
University of the Witwatersrand (non-medical). The responsibility of the researcher is to think of
ones actions towards others in the light that social researchers work within a variety of economic,
legal and political settings which all influence the focus of the research.
The study involves human participants who will participate voluntarily hence the need for pre-
requisite agreements to conduct the research in accordance with ethical procedures outlined in
the Social Research Association documents. The research will also comply with the national and
provincial laws that govern the professional standards of teaching and learning (Gauteng
Provincial Government and the Department of Education). Authenticity, freedom of the
individual and rational nature of the research forms the cardinal values of this work that
generally seek to promote human flourishing through an extensive knowledge base.

No-one individual will be deceived or be at risk of harm as a result of their participation in this
study, neither physically nor psychologically. The images of all those involved will be
safeguarded. All appropriate and relevant consent forms will be obtained and signed by all
participants. Identities of all those involved will be protected and the use of pseudonyms are
assigned to protect identities. An information session will be conducted with all participants to
ensure informed consent. In these sessions, the procedures, expectations and intentions of the
study are explicitly revealed to participants.
Since the study also involves learners and minors in schools who will volunteer to receive
lessons and participate in pre and post-testing as well as video recording with teachers in the
study, informed consent forms shall be signed by both the learners and their parents/guardians.
The learners will be taught in safe environments in their own classrooms. Principals of
participating institutions will have to consent by signing consent forms for the research to be
conducted within their institutions. The researchers have responsibilities to those involved as the
learners stand to benefit from voluntary tuition outside the school time-table.
9.0 Conclusion
The research proposed here takes the form of a lesson study that focuses on the grade 11 topic
“Stoichiometry and the mole concept”. This topic is considered to be of paramount significance
in the understanding of the quantitative aspects of Chemistry, an essential part of the Physical
Sciences examined at Grade 12 (Matriculation). Basic understanding of this concept will also
assist participants and teachers in the field to discern critical aspects of basic chemistry.
Selecting an object of learning ensures that there is much focus on an item that helps to exhaust
all possible insights into the topic. Studies on PCK have identified other topics and other
approaches such as variation theory (Hamza et al., 2010) in the field of Mathematics and Science
education, however, not much research has focused on ‘Stoichiometry’ to date.
It is hoped that the findings of this work will play a significant role in adding value to the
pedagogical implications of teaching Chemistry in general. Various stakeholders, particularly in

the field of Science education research may use the findings in further illuminating
understanding of basic chemistry and adopt the methods used in similar research to create
databases for the understanding of other topics in Science education. The work has got
pedagogical implications for curriculum developers and pace-setters of syllabi as the ‘big-ideas’
of learning the concept of the mole are discerned first, some of which are salient in curriculum
documents. The ambiguous and abstract nature of elementary science makes atoms and sub-
atomic particles difficult to teach as the concrete substances sometimes cannot appeal to the
unaided eye. The models used here can also add value to teacher development programs, in-
service teacher training and continued professional development of teachers. In fact, the learning
study promotes the sharing of information among teachers in the same field, whether they are in
the same school, district or region, insight can be gained from what others are doing.

10.0 REFERENCES
Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful
idea? International Journal of Science Education, 30(10), 1405–1416.
Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code
development. Thousand Oaks, CA: Sage.
Davis, E., & Krajcik, J. (2005). Designing educative curriculum materials to promote teacher
learning. Educational Researcher, 34(3), 3–14.
De Jong, O., van Driel, J. H., & Verloop, N. (2005). Pre-service teachers’ pedagogical content
knowledge of using particle models in teaching chemistry. Journal of Research in Science
Teaching, 42(8), 947–964.
Fernandez, C. (2002). Learning from Japanese approaches to professional
development. Journal of Teacher Education, 53, 393–405.
Geddis, A. N. & Wood, C. (1997). Transforming Subject Matter and Managing Dilemmas: A
Case Study in Teacher Education. Teaching and Teacher Education, 13(6), 611-626.
Hashwash, M. Z. (1996). Effects of science teachers’ epistemological beliefs in teaching.
Journal of Research in Science Teaching, 33, 47- 64.
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed
methods research. Journal of Mixed Methods Research, 1, 112–133.
Kind, V. (2009). Pedagogical content knowledge in science education: perspectives and
Potential for progress. Studies in Science Education, 45(2), 169-204.
Loughran, J. J., Mulhall, P. & Berry, A. (2004). In search of pedagogical content knowledge in
Science: Developing ways of articulating and documenting professional practice. Journal of
Research in Science Teaching, 41(4), 370-391.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of
pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman
(Eds.), Examining pedagogical content knowledge: The construct and its implications for science
education (pp. 95–132). Dordrecht: Kluwer Academic.
Mavhunga, E., & Rollnick, M. (2013). Improving PCK of chemical equilibrium in preservice
teachers. African Journal of Research in Mathematics, Science and Technology Education,
17(1–02), 113–125.
Nilsson, P. (2008). Teaching for understanding: The complex nature of pedagogical content
Knowledge in pre-service education. International Journal of Science Education, 30(10),
1281–1299.

Opie, C. (Ed.). (2004). Doing Educational Research - A Guide to First Time Researchers.
London: SAGE Publications.
Rollnick, M., Bennett, J., Rhemtula, M., Dharsey, N. & Ndlovu, T. (2008). The place of
Subject matter knowledge in pedagogical content knowledge: A case study of South African
Teachers teaching amount of substance and chemical equilibrium. International Journal of
Science Education, 30(10), 1365-1387.
Van Driel, J. H., Verloop, N and de Vos, W. (1998). Developing Science teachers’ pedagogical
content knowledge: Journal of Research in Science Teaching. 35 (6), 673-695.
Van Driel, J., De Jong, O., & Verloop, N. (2002). The development of preservice chemistry
teachers’ pedagogical content knowledge. Science Education, 86, 572-590.
Veal, W. R., & Kubasko, D. S. J. (2003). Biology and geology teachers’ domain-specific
pedagogical content knowledge of evolution. Journal of Curriculum and Supervision, 18(4),
334–352.

APPENDICES
The following appendices are attached to this proposal to show that the research will use
informed consent of participants. The research also involves school children, considered to
be minors, relevant permission will be sought from the Grade 11 learners involved in the
study, their principals, parents/guardians, Physical Science teachers as well as the
completed application form for ethical clearance from the Gauteng Department of
Education, the provincial education department authorities.
Appendix 1: TSPCK content tool
Appendix 2: TSPCK tool
Appendix 3: Consent tool for participating project members and practicing teachers
Appendix 4: Consent form for the principals of the three schools in the study
Appendix 5: Teachers of Grade 11 in other schools
Appendix 6: Consent form for learners
Appendix 7: Consent form for parent

University of Witwatersrand. Education Campus, Science and Technology Division; 27 St Andrew Road; Parktown.
---------------------------------------------------------------------------------------------------------------------------
Insert School Address here
XXXX
XXXX
INFORMATION SHEET AND CONSENT - Participating project members and practicing
teachers
DATE: 17 June 2015
Dear Physical Science teacher,
My name is Tarisai Mudzatsi located at Mosupatsela Secondary School and conducting
research on the teaching of Physical Sciences with the University of the Witwatersrand. As part
of the study, a physical science teacher is exposed to a new approach of preparing and
teaching science topics. This approach is called Pedagogical Content Knowledge in specific
topics (TSPCK). The focus is to ensure that Science teachers can transform their
understanding of concepts to versions that are accessible to learners. We would like to examine
the teachers' ability to translate learnt competencies into effective classroom practices. During
scheduled Chemistry lessons, each teacher needs to record his/her lessons to help us to
examine the development of their pedagogic content knowledge through their involvement in a
lesson study. The recording is to focus on the teacher per se – for example, the teacher may
place a video recorder in her/his classroom during the entire lesson. In some cases (logistics
allowing), there maybe someone in the class taking a video of the lesson with the camera
focusing on the teacher. The teacher will also take pictures of board work done during the
class. All the recordings will be viewed by the teachers and me as the researcher. The
recordings will be used in improving our teaching of the topic stoichiometry. In line with ethical
considerations, the recorded information will stay in a lockable place for up to five years, and
then destroyed. If a need arises for us to quote a statement from the recordings a pseudo name
will be used.
It is however, possible that the voices or physical appearances of learners may be caught by the
recordings that will be happening. I therefore need your permission for such cases. I am aware
that consent is also needed form the parents and from the leaners themselves. Such consent
forms have been prepared and I have attached samples to this
email. Should a learner express discomfort with being
recorded in the process, all efforts will be done to electronically
block their voice or physical appearance in the recordings. All
NAME : Mr. Tarisai Mudzatsi
ADDRESS:
Wits University; Education Campus; Science
and Technology Division. 27 St Andrew Road
Parktown
EMAIL: rastarisai@hotmail.com
TELEPHONE NUMBERS: 071 980 2207

participation to the recordings will remain voluntary. The value of the recordings is to improve
the way stoichiometry is taught for conceptual understanding. Also attached is the approval
letter from the Gauteng Department of Education (GDE). May I kindly request that the
Chairman of the School Governing Body be informed of your approval as per the conditions of
the approval received from GDE.
We look forward to hear from you and wishing you a worthwhile experience in your
teaching of Science and involvement in this study.
Thank you
…………………………….
T. Mudzatsi (Researcher)
Permission for audiotaping
I agree that lessons in SEN/FET classes assigned to physical science student teachers may be audiotaped.
YES/NO
I know that the audiotapes will be used for this project only YES/NO
Permission to be videotaped
I agree that lessons in SEN/FET classes assigned to physical science student teachers may be videotaped.
YES/NO
I know that the videotapes will be used for this project only. YES/NO
Informed Consent
I understand that:
 The names and information of learners in the classes concerned will be kept confidential and safe
and that the name of staff or mine or that of my school will not be revealed.
 Learners do not have to answer every question and can withdraw from the study at any time.
 Leaners can ask not to be audiotaped, and/or videotaped
 All the data collected during this study will be destroyed within 3-5 years after completion of the
project.
Signature_____________________________________ Date:_________________________

Contactable at: Tel: Email:
---------------------------------------------------------------------------------------------------------------------------
XXXX
XXXX
INFORMATION SHEET AND CONSENT - PRINCIPAL
DATE: 17 June 2015
Dear Principal
research on the teaching of Physical Sciences with the University of the Witwatersrand. A
physical science teacher in your school has been exposed to a new approach of preparing and
teaching science topics. This approached is called Pedagogical Content Knowledge in specific
topics (TSPCK). The focus is to ensure that Science teachers can transform their
understanding of concepts to versions that are accessible to learners. We would like to evaluate
whether the teachers' ability to translate learnt competencies into effective classroom practices.
During scheduled Chemistry lessons, each teacher needs to record his/her lessons to help us to
examine the development of their pedagogic content knowledge through their involvement in a
lesson study. The recording is to focus on the teacher per se – for example, the teacher may
place a video recorder in her/his classroom during the entire lesson. In some cases (logistics
allowing), there maybe someone in the class taking a video of the lesson with the camera
focusing on the teacher. The teacher will also take pictures of board work done during the
class. All the recordings will be viewed by the teachers and me as the researcher. The
recordings will be used in improving our teaching of the topic stoichiometry. In line with ethical
considerations, the recorded information will stay in a lockable place up to five years, then
destroyed. If a need arises for us to quote a statement from the recordings a pseudo name will
be used.
that consent is also needed form the teacher, parents and the
leaners themselves. Such consent forms have been prepared
I attach samples to this email. Should a learner express
discomfort with being recorded in the process, all efforts will be
NAME : Tarisai Mudzatsi
ADDRESS:
Parktown

done to electronically block their voice or physical appearance in the recordings. All participation
to the recordings will remain voluntary. The value of the recordings is to improve the way
stoichiometry is taught for conceptual understanding. Also attached is the approval letter from
the Gauteng Department of Education (GDE). May I kindly request that the Chairman of the
School Governing Body be informed of your approval as per the conditions of the approval
received from GDE.
We look forward to hear from you and wishing you an enjoyable experience with our
Science teachers.
Thank you
………………………..
YES/NO
Informed Consent
I understand that:
project.
Signature_____________________________________ Date:_________________________
Contactable at: Tel:
Email:

---------------------------------------------------------------------------------------------------------------------------
XXXX
XXXX
INFORMATION SHEET AND CONSENT - Grade 11 Teachers
DATE: 17 June 2015
Dear Physical Science teacher,
research on the teaching of Physical Sciences with the University of the Witwatersrand. As part
of the study, a physical science teacher in your school has been exposed to a new approach of
preparing and teaching science topics. This approached is called Pedagogical Content
Knowledge in specific topics (TSPCK). The focus is to ensure that Science teachers can
transform their understanding of concepts to versions that are accessible to learners. We would
like to evaluate the teachers' ability to translate learnt competencies into effective classroom
practices. During scheduled Chemistry lessons, each teacher needs to record his/her lessons to
help us to examine the development of their pedagogic content knowledge through their
involvement in a lesson study. The recording is to focus on the teacher per se – for example,
the teacher may place a video recorder in her/his classroom during the entire lesson. In some
cases (logistics allowing), there maybe someone in the class taking a video of the lesson with
the camera focusing on the teacher. The teacher will also take pictures of board work done
during the class. All the recordings will be viewed by the teachers and me as the researcher.
The recordings will be used in improving our teaching of the topic stoichiometry. In line with
ethical considerations, the recorded information will stay in a lockable place for up to five years,
and then destroyed. If a need arises for us to quote a statement from the recordings a pseudo
name will be used.
that consent is also needed form the parents and from the leaners themselves. Such consent
forms have been prepared and I have attached samples to this email. Should a learner
express discomfort with being recorded in the process, all efforts will be done to electronically
block their voice or physical appearance in the recordings. All
participation to the recordings will remain voluntary. The value
of the recordings is to improve the way stoichiometry is taught
for conceptual understanding. Also attached is the approval
NAME : Mr. Tarisai Mudzatsi
ADDRESS:
Parktown

letter from the Gauteng Department of Education (GDE). May I kindly request that the
Chairman of the School Governing Body be informed of your approval as per the conditions of
the approval received from GDE.
We look forward to hear from you and wishing you a worthwhile experience in your
teaching of Science and involvement in this study.
Thank you
…………………………….
YES/NO
Informed Consent
I understand that:
project.
Signature_____________________________________ Date:_________________________
Email:

University of Witwatersrand.Education Campus,Science and TechnologyDivision;27 St Andrew Road;Parktown.
---------------------------------------------------------------------------------------------------------------------------
INFORMATION SHEET LEARNERS
DATE: …………………
Dear Leaner
My name is Mr. Tarisai Mudzatsi, a practicing Physical Science teacher; I will be taking your
class for physical science lessons to introduce you to a new approach of preparing and teaching
science topics. This approached is called PCK. The focus is to ensure that concepts are
explained in a manner that you as a learner can understand. During the teaching, the teacher
needs to record his/her lessons to help us to evaluate whether they are able to teach effectively.
The recording is to focus on the teacher per se – for example, the teacher may place a video
recorder in her/his classroom during the entire lesson. In some cases, there maybe someone in
your class taking a video of the lesson with the camera focusing on the teacher. He/she will
also take pictures of board work done during the class. All the recordings will be viewed by the
respective teachers in the Lesson Study group and me as researchers. The recordings will stay
in a lockable place up to five years, then destroyed. If a need arises for us to quote a statement
from the recordings a pseudo (not a real name) name will be used.
It is however, possible that your voice or you may be caught physically by the recordings that
will be happening. I therefore need your permission for such cases. However, you are allowed
to refuse permission. In such a case, all efforts will be done to electronically block your voice or
physical recording. There will be no penalty in any form to you for refusing to be recorded in the
process of recording the student teacher who will be teaching you. The value of the recordings
is to improve the way stoichiometry is taught and to prepare and train future science teachers.
We look forward to hear from you and wishing you an enjoyable experience with our
lesson study group teacher.
Thanking you in advance.
………………………………….
NAME : Mr. T. Mudzatsi
ADDRESS: Wits University; Education Campus; Science and
Technology Division. 27 St Andrew Road Parkton
EMAIL : rastarisai@hotmail.com
TELEPHONE NUMBERS: 071 980 2207/011 410 1000

Permission for audiotaping
I agree that I may be audiotaped during lessons of the student teacher. YES/NO
I know that the audiotapes will be used for this project only YES/NO
I agree I may be videotaped in class. YES/NO
Informed Consent
I understand that:
 My name and information will be kept confidential and safe and that my name and the name of
my school will not be revealed.
 I do not have to answer every question and can withdraw from the study at any time.
 I can ask not to be audiotaped, and/or videotaped
project.
Signature_____________________________________ Date:_________________________
Email:

University of Witwatersrand.Education Campus,Science and TechnologyDivision;27 St Andrew Road;Parktown.
-------------------------------------------------------------------------------------------------------------
INFORMATION SHEET PARENTS
DATE:
Dear Parent
My name is Mr Tarisai Mudzatsi; I am Physical Science teacher at Mosupatsela Secondary School in
Kagiso as well as a student in the School of Education at the University of the Witwatersrand. I am doing
research on ways to teach Grade 11 on how to understand the topic ‘Stoichiometry and the mole
concept’, an integral part of understanding Physical Sciences in generaland Chemistry in particular for
studies at FET and beyond. There are efforts to teach the topic in a manner that ensures learner
understanding and grasping of essential concepts. The approach we used is called Pedagogical Content
Knowledge (PCK),which is considered valuable by the science education community, nationally and
internationally.
The research is at a stage where I need to examine the development of PCK in a group of practicing
teachers,evaluate the effectiveness of teaching by our teacher who makes up the lesson study group.
During this time practicing teachers are assigned to teach various classes in the Senior/FET phase. I
would like to use this opportunity to examine the quality of their pedagogic content knowledge as they
teach. In order to do this, the teacher is required to video record her/his lessons. A video recorder will be
placed in a position where it can record the teacher as he/she conducts the lessons on Stoichiometry.
While the focus of the recording is on the teacher,it is possible that the voice and possibly the physical
appearance of your child/children in the class would be captured as well. I therefore need your
permission for such cases. The recordings, in alignment to humanities ethics, will not be made public.
They will be used by me and the lesson study group unit as we draw academic lessons from the
recordings. The recordings will be kept confidential and saved in a lockable manner (e.g. password
protected e-files). Your child’s name and identity will be kept confidential at all times and in all
academic writing about the study. His/her individual privacy will be maintained in all published and
written data resulting from the study. If a need arises that we need to quote from the recordings, a pseudo
name will be assigned to the person quoted.
Your child will not be advantaged or disadvantaged in any way. S/he will be reassured that s/he can
withdraw her/his permission at any time during this project without any penalty. There are no foreseeable
risks in participating and your child will not be paid for this study.

All research data will be destroyed between 3-5 years after completion of the project. Please let me know
if you require any further information.
Thank you very much for your help.
………………………………………
Parent’s Consent Form
Kindly fill in and return the reply slip below indicating your willingness to allow your child to participate
in the research project called: Examining the development ofTSPCK in stoichiometry among three
practicing teachers.
I, ________________________ the parent of ______________________
Circle one
I agree my child may be videotaped in class. YES/NO
Informed Consent
I understand that:
 My child’s name and information will be kept confidential and safe and that my name and the
name of my child’s school will not be revealed.
 He/she does not have to answer every question and can withdraw from the study at any time.
 he/she can ask not to be audiotaped and/or videotaped
project.
Signature___________________________________Date:_________________________
Contactable at: Tel: Email:

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