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The Development of Professional Learning Community to Foster In-Service Science Teachers' Pedagogical Content Knowledge for Teaching Higher-Order Thinking (PCK for Teaching HOTs) |
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| รหัสดีโอไอ | |
| Creator | Chatree Faikhamta |
| Title | The Development of Professional Learning Community to Foster In-Service Science Teachers' Pedagogical Content Knowledge for Teaching Higher-Order Thinking (PCK for Teaching HOTs) |
| Contributor | Tharuesean Prasoplarb, Anupong Praisri, Khemmawadee Pongsanon, Ni-orn Phurat, Kultida Sa-ard |
| Publisher | Faculty of Science, Ubon Ratchathani University |
| Publication Year | 2566 |
| Journal Title | Journal of Science and Science Education |
| Journal Vol. | 6 |
| Journal No. | 1 |
| Page no. | 63-73 |
| Keyword | Professional Learning Community, Pedagogical Content Knowledge, Higher-order Thinking |
| URL Website | https://so04.tci-thaijo.org/index.php/JSSE |
| Website title | Journal of Science and Science Education |
| ISSN | ISSN 2697-410X |
| Abstract | This study aimed at developing Professional Learning Community (PLC) fostering in-service teachers' pedagogical content knowledge (PCK) for teaching higher-order thinking (HOTs). Qualitative research approach was employed to describe how PLC enhance teachers' abilities in teaching HOTs. Researchers developed PLC with in-service teachers and administrators from 3 schools. Observations, interviews, and documents data were gathered, and analyzed using constant comparative methods. The research findings indicated that 1) the process and mechanism of PLC could adjust PLC members' leadership for sustainable practice, and 2) The PLC process should focus on student learning, or students' HOTs as a core and shared value of a group of teachers, and enable them to view how students think and solve problems 3) Students' analytical thinking was considered as a core value of PLC groups since they viewed that it is the most simple and good for them as beginners. Nevertheless, teachers initially were not understood analytical thinking deeply so it hard to design HOTs lesson plans 4) Teachers had different abilities for teaching HOTs due to their different backgrounds in which teachers who did not graduate from teaching science lacked of understanding of scientific inquiry approach and thinking like scientists (in line with HOTs), so it was barrier for dealing with teaching science 5) After engaging PLC, teachers mostly had PCK for teaching HOTs at high level. Yet, goals and ways of assessment were at low level since teachers mainly used summative assessment. |
