Using a knowledge structure perspective to improve in-service teachers’ content knowledge about active galaxies

The aim of this research study was to explore learning, i.e., changes in the knowledge structures of three in-service science teachers for the subject of active galaxies, through group activity conducted as part of a teacher training program. Qualitative methods were used in this study consisting of creating visual representations of the teachers’ knowledge structures by analyzing texts, drawings, and data obtained through observations of and interviews with the teachers. The results show that new information acquired through conversations was incorporated into the teachers’ preexisting knowledge structures through elaboration and organization. In the case of a teacher with a cognitive conflict, acceptance of the new information depended on the teacher’s level of satisfaction with the explanations given. The main influence factor for the modification of knowledge structures was the teachers’ orientation to science teaching. These findings suggest that in-service teacher training based on group activities can effectively enhance teachers’ confidence in content knowledge (CK) of recent updates in scientific research. However, some format modifications are needed to guarantee efficient learning, such as the addition of a CK representation stage and discussion items based on the preactivity knowledge structure selected through expert review.

Figure 1

Schematic diagram showing an active galactic nucleus centered on an active galaxy (reconstructed from Ref. [25]).

Figure 2

The preactivity (top panel) and postactivity (bottom panel) questions given to participants.

Figure 3

Steps for constructing a visual representation of knowledge structures. Step 1 is facet extraction, step 2 entails organizing scientific concepts according to levels of concreteness and integrity, and step 3 involves forming connections between different concepts using words that describe key ideas.

Figure 4

Three teachers’ knowledge structures about active galaxies before the group activity. The structures are represented as a network of concepts at different levels. The concepts are linked by lines that show connections between concepts. Concepts and links are color coded to represent different participants. Concepts associated with more than one participant are enclosed by two colored lines, and thick gray lines are used to represent concepts common to all three participants.

Figure 5

Representations of Teacher A’s knowledge structures before (left) and after (right) the group activity. Concepts that only existed in the preactivity structure are enclosed by the dashed line and concepts that newly appeared in the postactivity structure are enclosed by the thick line.

Figure 6

Representations of Teacher B’s knowledge structures before (left) and after (right) the group activity. Concepts that only existed in the preactivity structure are enclosed by the dashed line, and concepts that newly appeared in the postactivity structure are enclosed by the thick line.

Figure 7

Representations of Teacher C’s knowledge structures before (left) and after (right) the group activity. Concepts that only existed in the preactivity structure are enclosed by the dashed line, and concepts that newly appeared in the postactivity structure are enclosed by the thick line.