Biology Teachers’ Pedagogical Content Knowledge and Decision Making in Implementing the Inquiry Approach: A Multi-Case Study

Abstract

This study was conducted to determine the general pattern of the PCK of four (4) Grade 8 science teachers who used the inquiry approach in teaching cell division and Mendelian Genetics, find out how they developed their PCK, enumerate the active components of their PCK when using the inquiry approach, determine their mental construct of the inquiry approach, describe how they practice the inquiry approach, and find out the general pattern of their decision-making process. Through interviews, classroom observations, and analysis of artifacts, the data were collected and analyzed using constant comparative analysis. The analysis of multiple sources of data identified the general PCK pattern in which the four PCK components (i.e., knowledge of content, knowledge of instructional strategies, knowledge of students' understanding of science, and knowledge of assessment) were integrated and used in teaching cell division and Mendelian genetics. The highest frequency of integration done by all the teachers was between knowledge of instructional strategies and knowledge of students' understanding of science. The PCK pattern observed was that before the lesson, teachers do any activity as an instructional strategy (knowledge of instructional strategy). During the lesson, teachers teach the content (knowledge of content) through the use of cooperative learning, models and multimedia materials, and a variety of activities (knowledge of instructional strategies). This teaching of content facilitates student learning (knowledge of students' understanding of science) and develops critical thinking and conceptual understanding. After the lesson, in the context of slow learners, assessment follows, which is through giving extra work or remedial class (knowledge of assessment). While the three teachers (Ace, Ces, and Des) start with a motivational activity, Teacher Bes starts the lesson with another approach. Results also identified emergent themes of the PCK components. For knowledge of content, the identified theme was clear discussion of the basic concepts of cell division and Mendelian genetics. The identified emergent themes for knowledge of instructional strategies were use of cooperative learning, starting a lesson with motivational activities, use of models and multimedia materials, and use of a variety of activities. The identified emergent themes for knowledge of students' understanding of science were developing or stimulating students' critical thinking by asking questions, use of multi-assessment tools, teaching to develop conceptual understanding, critical or analytical thinking skills, and problem-solving skills, and correction/prevention of misconceptions. Finally, for knowledge of assessment, the identified theme was giving extra work or remedial class to slow learners. In general, there were four (4) approaches that the teachers used to develop their PCK, namely, institution-initiated trainings, self-study, consultation with colleagues or peer consultation, and self-reflection. Meanwhile, all the teachers expressed all the PCK elements with the active prevalence of knowledge of instructional strategies and knowledge of students' understanding of science because it was in these components where there were observations of many active student interactions. Results also reveal the teachers' mental constructs of IBA, namely, inquiry approach is a paradigm shift, student-centered, and motivational, and promotes higher order thinking skills. However, they also viewed the approach as resource and time consuming and requires good prior knowledge and skills of students. Two teachers (Ace and Des) followed the 4As: Activity, Analysis, Abstraction, and Application in teaching cell division and Mendelian genetics as they discussed completely the concepts based on the DepEd's learning competencies. Teacher Ces discussed almost completely the concepts of cell division and Mendelian genetics while Teacher Bes discussed the concepts incompletely. Finally, the teachers followed the four (4) models of the decision-making process in different instances. Teacher Ace's decision-making process followed the Incremental model in a specific instance and Rational Comprehensive Model in another instance. Teacher Bes followed the Incremental Model, Bounded Rationality Model, and Rational Comprehensive Model in different instances. Both Teachers Ces and Des followed the Incremental Model and Bounded Rationality Model in different instances, too. Results also reveal that based on their educational background, Teachers Ace and Des consistently had a high level of PCK as they discussed the different topics of cell division and Mendelian genetics completely. On the other hand, the number of years of teaching and professional development programs attendance did not influence the teachers' PCK level. Nevertheless, as the teachers have individual differences (educational background, number of years of teaching/teaching experience, number of professional development programs), they were able to make the necessary decision making when they used IBA in teaching cell division and Mendelian genetics. Based on the results, it can be concluded that the relationship between PCK and the inquiry approach holds true not only for pre-service teachers and experienced teachers but also for beginning teachers. It can also be concluded that the teachers decide to implement the inquiry approach because of its useful effects to the teacher and students despite the presence of some limitations. After an in-depth analysis of the teachers in terms of their PCK and inquiry instruction, it can be concluded that the number of years of teaching/teaching experience does not guarantee expertise. Moreover, it was found out that there is a relationship between PCK and the decision-making process of the teachers. With regards to the PCK components, the teachers were observed to show specific decision-making process/es in specific instances to implement the inquiry approach. Only the educational background influenced teachers' PCK level. The four (4) knowledge bases according to a combined model of PCK of Chick et al.(2006); Cochran et al. (1991), Sothayapetch et al. (2013), and Magnusson (1999) were useful in studying about the teachers' PCK and decision making. Finally, the result shows a relationship between the teacher's mental construct of IBA and practice. How the teachers formed their mental constructs relied on how they discussed the topics. A continuous professional development program is suggested but the professional development program to be undertaken (in terms of taking-up a higher degree) should exactly match with what the teacher is teaching so that content knowledge is completely taught to the students. Professional development programs may also involve short courses on teaching through the inquiry approach. It is also recommended that the findings be used to design assessment instruments to measure teachers' inquiry-based science teaching competencies. This will help in setting up professional development inquiry-based science teaching programs for teachers. Instructional designers may use the results in revising the module in Grade 8 science in terms of content, illustrations, and activities. Moreover, it is also recommended that a list of competencies for effective teaching using the inquiry approach be compiled based on the findings of the study. With peer consultation as observed to be one of the factors that contributes to teachers' decision to adopt IBA, it is recommended that collaboration among teachers be strengthened in this time of pandemic. It is also recommended that IBA activities be integrated into the modules that are distributed to the students. Constant comparative analysis is a powerful tool that can be used for large amounts of data focusing on comparisons between interviews and observations. It is then recommended for other teachers to use it apart from the available qualitative and quantitative tools. It is also recommended that a detailed memo-writing during the entire analysis process be used to write down ideas, assume associations, and make theoretical reflections related to each of the emerging categories. Recommendations for future research are in line with the K-12 implementation that will investigate PCK and decision making in teaching using the inquiry approach across grade levels.