Abstract

A distinctive aspect of science teaching is the use of various strategies to stimulate students’ discovery-oriented curiosity. However, many instructional knowledge models overlook teaching methodology as a predictor of quality science instruction, as noted in the Technological Pedagogical Content Knowledge model. This study developed and tested a four-variable instructional knowledge model, which includes knowledge of teaching methodology, in contrast to Technological Pedagogical Content Knowledge model's three variables, incorporating professional development and teaching experience as moderating factors. A total of 25,078 teachers participated from 47 countries, with 22,490 completing the survey. The research utilised the grade-8 science teacher’s data extracted from the 2023 edition of Trends in International Mathematics and Science Study (TIMSS). Data analysis was conducted using Partial Least Squares-Structural Equation Modelling (PLS-SEM).  Model fit indicators showed an acceptable fit exceeding the standard threshold. The findings indicated that content, technology, methodology, and pedagogical knowledge are reliable predictors of quality science instruction, moderated by professional development and teaching experience. The significance of instructional knowledge for quality science teaching supports the recommendation for ongoing professional development for science teachers, regardless of their experience levels.

Keywords

References

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