Group 2 :

1) Iin Nurjiyati

(120321419956)

2) Rahmad Prastyan

(120321419960)

3) Rifqiyatun Nuriyah

(120321419992)

When Teaching Makes a Difference: Developing science teachers

pedagogical content knowledge through learning study
This jurnal was born because of the fact about importance of PCK instead science
learning. In other side, teachers belief dan knowledge have a criticall point too. PCK is
needed in the science learning that have five components. Teacher must know their student
understanding of spesific subject, the way to learn, etc.So, from that we can assume that
teacher PCK must be developed so the science learning can optimalized.
One way to do that thing is with a learning study. Teacher should know what students
need in the learning. But, the are some problem,such us teacher bussines that make theory is
not necessarily in daily need in theirs perspective. This is important to stabilize between
theory and practice.
Last, the study learning step must be controlled by teacher so the tecaher can teaching
in a systematic way. The form of study learning can used for investigate studnts difficulty in
the science learning.
From the existing problems, the research project with the aim to develop science
teachers PCK through their participation in a learning study. In terms of PCK development,
the variation theory with its focus on identifying the object of learning and its critical features
offered access to the way in which the teachers conceptualized the topic as a whole and hence,
became an important aspect of articulating the teachers PCK. The combined use of variation
theory with PCK as a construct to understand teacher learning provides a new and innovative
framework to identify not only that which makes difference in students learning but also to
identify critical features for teachers development of science PCK. When the teachers
collectively began to unpack their content knowledge in this way (i.e. through identifying
critical features) it helped them to develop a clear conceptualization of the subject area, both
in terms of students understandings, their own subject understanding and their instructional
strategies. In doing so, the possibility emerges that the participants may begin to think about
linking content and pedagogy in new ways, something which may well be a catalyst for

developing their PCK. The teachers also stressed that their joint planning and collegial
reflection was central to their own learning process.
During 10 weeks, 3 secondary science teachers and a science education researcher
(author) worked together in a learning study in which the object of learning was to understand
the chemical concept of ion and how ions are formed. The students were in grade 8 (aged 14
15) and they had previously been taught about the atom and atomic structure, but not yet
about the concept of ion and how ions are formed.
The learning study progressed over one semester, and the team had five meetings
(described in the appendix) to plan, analyze and revise the specific lesson on ions. Planning :
a) Initially, the teachers had, through different kinds of readings, familiarized themselves with
the learning study methodology and variation theory. b) The teachers highlighted several
concepts that they considered as crucial for students understanding of the object. c) The
teachers (together with the researcher) carefully discussed critical features questions. d) All
the planning and monitoring of teacher group meetings were tape-recorded and the three
lessons in the learning study were video-recorded and followed by reflections through
stimulated recall interviews. Analyze : First, all of the tape recordings from the planning
meetings were analyzed in an initial attempt to search for illustrative examples of how the
teachers reflected on the object of learning and how to approach it within their teaching.
Second, the pre- and post-tests

were analyzed to get an insight into how the students

understood the intended learning object. Third, the stimulated recall interviews after the three
lessons and the final group meeting (meeting 6) were analyzed through content analysis
(applied in the way described by Miles & Huberman, 1994) in order to identify recurring
themes of situations and experiences expressed in the teachers reflections. Revise: the teacher
needs to simplify sufficiently to suit the learners present purposes, but not oversimplify to
undermine their future needs.
The result of Knowledge of Students Understanding of Science. During the learning
study, the teachers built knowledge of student understanding of science in several ways. They
identified that which made it easy or difficult to learn about the specific object of learning
through interpretation of student responses in the pre and post-tests. Further, they built
knowledge of how student thinking was impacted by particular instructional strategies
through interpretation and colle-gial analysis of student responses in relation to inferences
about these strategies. 2. Knowledge of Instructional Strategies.The teachers all agreed to use
a variation of teaching methods such as demonstrations, small group discussions and more
traditional lecturing with the help of a PowerPoint presentation and using the whiteboard in
order to make the students identify the critical features and overcome learning obstacles.

The conclusions of this journal is study points to the particular role of research-based
learning in providing opportunity for teacher learning as a metacognitive lens through which
to view the task of science teaching in the secondary classroom. Participating in a learning
study might be one way to help teachers develop knowledge of what makes difference in their
students learning of science.