FACULTY OF EDUCATION

ATICLE REVIEW REPORT

CURRICULUM AND
INSTRUCTION

Students name:

Fatin Athirah Binti Mohd Junid

Students ID number:

2013718189

Programme code:

ED2604A (Education in Chemistry)

Date submitted:

2nd December 2015

Lecturers name:

Sir Mohamad Hisyam Ismail

The article that I have been reviewed and presented was titled How Are Pedagogical
Content Knowledge of a Science Teacher Different Based on Their Experience about Acids and
Bases, the author of this article were Muhammet Usak and Muharrem Duran. This article
emphasizes on the experience needed in order to create a high pedagogical content knowledge to
make sure it is successful learning. This subject is very important in order to achieve the
objectives of learning and how to teach the students according to their standard knowledge, also
to avoid the misconception in science and make sure the concept has been transmitted to the
student precisely.
In the introduction of the article the author explain some meaning of sentences such as
mean by content knowledge, and also why the study was conducted. Then, the author also
explained how they get the results and findings which are by using method such as face and face
interviews, video observation, pedagogical content knowledge form, classroom observation and
academic follow-up form. The study was conducted on six science teacher working in state
schools under National Education Ministry for the 8th grade classes in Yenimahalle district of
Ankara. The teacher was evaluated based on four components which were, subject-matter
knowledge, teaching-learning difficulties knowledge, teaching method and strategy knowledge,
assessment and evaluation knowledge. The results said that pedagogical content knowledge
would be increases with the experience of teaching increase because in order to develop good
pedagogical content knowledge, you need long-term efforts and specific method.
Some major that have been emphasizes on the A good content knowledge alone is not
enough, based on the statement, it said that a teacher can be mastered their subject-matter, but
they may not have the method or pedagogy that is needed in order to delivered the subjectmatter, this method or pedagogy can be develop if you have experience in teaching. This

statement also supported by Walt Gardner, 2010, where he said that, They (novice teachers)
certainly possess expertise in their subject. But what most of them lack is pedagogical
competence. That's why they wouldn't last very long in a public school classroom. This shows
that even you have expertise on the content knowledge but if did not have the right method in
teaching, you would not be able to last long in teaching.
Next, the article also emphasizes that Inexperienced teachers have deficiencies in using
methods. This statement is due to lack of knowledge in teaching the student, as a teacher, the
most important things is you must know your students abilities, learning strategies and most
important is the prior knowledge of the concepts to be taught. Also most novice teacher will use
the prepared assessment or any other assessment that have been provided because they still in the
process of learning about teaching, without realizing that the assessment were not suitable to
their students. This statement also have been supported by Berliner, 1994, They perceive events
and process the meanings of those events narrowly, which limits their problem-solving ability.
Which by mean, the novice teacher will process the teaching pedagogy in a rigid way and limited
way.
The last point that has been discussed in this article was Teachers with broader
knowledge gives alternatives explanations for the students. Most of the teacher that have
broader knowledge, will knows how to handle their students without hesitant, and you can see
the experienced teacher knows what to do, what to discuss and what to explain smoothly if the
students ask questions or any misunderstanding. Also, experience teacher produce more
sufficient assessment and evaluation, because they have the method on teaching the students and
they have known the abilities and learning strategies of the students. Also, experience teacher
more likely to relate the science concept into a real-life situation, make it easier to understand.

In this article Im most impressed by the authors credibility in order to prove that the
article or the study reliability and validity, where the authors using multiple case study method.
In the overall, this article is good but the only lacking is that, in order to determine the subjectmatter knowledge, the teacher were recruited from different graduation background which is
quite unfair for those that have taken major in biology but the article is based on acids and bases.
Also, in the article the teacher was labeled as T1, T2, T3, T4, T5, and T6, but it did not state
which one of the teachers were graduated from where. Furthermore, only T1 were explained that
he or she is the least experience teacher but the other attendances were not stated. So, these are
some weakness that the authors should be aware with.
Based on what I have search and read about an article, journal or any other source, most
of them agree that content knowledge alone were never good enough to make a teacher a good
teacher and make a successful learning, according to Weimer, 2007 To imagine that content
matters more than process is to imagine that the car is more important than the road. So, it is
very important for a teacher to develop their own pedagogical, know-how about the subjectmatter and also their assessment and evaluation must match to their students ability and able to
differentiate either the students really understand the topic.
As a conclusion, this article is very useful in order to develop pedagogical content
knowledge amongst teachers, lecturers or even doctorate. This is because the article helps
peoples to understand a teacher or someone who teaches has conquer so many skills in order to
excel in their teaching. Which was supported by Gudmundsdottir,Pedagogical content
knowledge is a form of knowledge that makes science teachers is a teachers rather than
scientists. This states that, the method in teaching the students and the way you transmit the
science concept is make you different from a scientist.

References:

Cochran, K. F. (1997, January 14). Pedagogical Content Knowledge: Teachers' Integration of Subject
Matter, Pedagogy, Students, and Learning Environments. Retrieved November 20, 2015, from
NARST: https://www.narst.org/publications/research/pck.cfm
Drechsler, M. (2007, November 2). Experienced Teachers Pedagogical Content Knowledge. Retrieved
November 20, 2015, from Springer Science :
http://download.springer.com/static/pdf/99/art%253A10.1007%252Fs11165-007-90665.pdf?originUrl=http%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs11165-007-90665&token2=exp=1449038827~acl=%2Fstatic%2Fpdf%2F99%2Fart%25253A10.1007%25252Fs111
65-007-9066Gardner, W. (2010, December 29). Is Subject Matter Expertise Enough for Successful Teaching?
Retrieved November 20, 2015, from Education Week:
http://blogs.edweek.org/edweek/walt_gardners_reality_check/2010/12/is_subject_matter_exp
ertise_enough_for_successful_teaching.html
Jan H. Van Driel, N. V. (1997, November 21). Developing Science Teachers Pedagogical Content
Knowledge. Retrieved November 20, 2015, from JOURNAL OF RESEARCH IN SCIENCE TEACHING:
http://srvcnpbs.xtec.cat/cdec/images/stories/WEB_antiga/formacio/pdf/sfece/0708/teachers.pdf
Shulman, L. S. (2012, February 4). Retrieved November 20, 2015, from American Educational Research
Association: http://lchc.ucsd.edu/mca/Mail/xmcamail.2015-04.dir/pdfpRSc5p4oW_.pdf
Weimer, M. (2007, November). Content Knowledge: A Barrier to Teacher Development. Retrieved
November 20, 2015, from Colorado State University:
http://webcache.googleusercontent.com/search?q=cache:http://biz.colostate.edu/mti/tips/pag
es/ContentKnowledge.aspx