Subject Knowledge Essay

1210 Words5 Pages
“A subject knowledge of science really does matter”. Incorporated into educational discussions are two areas of teacher knowledge that essentially have a long lasting impact on the learning and overall education of pupils, these being pedagogical knowledge, and subject content knowledge. Heywood (2007) continues to suggest that it is the synthesis of such knowledge bases which is essential for successful teaching and learning. With this in mind, and on a personal and more practical level as a trainee teacher, I aim to question how the study of science content and the resulting knowledge gained will make me a better science teacher, whilst also assessing my ability to bridge the gap between content and pedagogy. Much academic literature relating to scientific knowledge, such as Cross and Bowden’s (2010) Essential Primary Science, start by highlighting the basic facts and curriculum coverage relating to a particular topic, in my case forces. I found this to be an invaluable process for two reasons. The first being it consolidated any existing knowledge I already had relating to forces, and more importantly to me, it highlighted any weaker areas of subject knowledge that I needed to improve and consequently take up further related reading on. Some of these areas of weakness in my case were water resistance, gravity and weight, and up thrust in water. This self reflective process, sometimes known as metacognitive learning ensures that I am proactive in understanding my own needs in terms of science knowledge. Meanwhile, Heywood (2007) considers this to be ‘a productive way of turning a deficit model of teacher subject knowledge, into a positive experience with considerable potential for the development of pedagogy’ (Heywood, 2007:519). Following this initial self refection, my increased subject knowledge has given me a clearer perspective on the science curriculum,
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