Physics Teachers’ Constructing Knowledge Base for Physics Teaching Regarding Constructivism in Thai Contexts

Chokchai Yuenyong, Kongsak Thathong


This research aimed to clarify 5 physics teachers’ constructing knowledge base for teaching regarding constructivism. The participants were 5 physics teachers who studying Master degree in science education in Khon Kaen University, Thailand. Three participants applied science, technology, and (STS) approach for developing their teaching regarding constructivism. Other 2 participants applied teaching strategies of Predict Observe Explain (POE). This qualitative research regarded interpretive paradigm for physics teachers’ constructing knowledge base for teaching regarding constructivism during applying STS approach and POE for 2 months of physics teaching. Research instruments include teachers’ lesson plan, observation, teachers’ journal writing, and interviewing. The study explicates such a knowledge base. It is demonstrated what kind of pedagogical content knowledge (PCK) originates from our cooperation with six participating teachers. The pathway of teachers’ constructing PCK will be discussed for provide information of enhancing physics teaching regarding constructivism. This study has implications for science teacher professional development.

DOI: 10.5901/mjss.2015.v6n2p546

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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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