COMPARATIVE STUDY ON NOVICE AND EXPERT SCIENCE TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE REGARDING TEACHING ECOLOGY

Date

2023-8-31

Author

Taştan, Özge

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The present study aims to compare novice and expert science teachers’ PCK concerning teaching ecology. To understand science teachers’ PCK in ecology were analyzed by taking four components (i.e., knowledge of curriculum, knowledge of students’ understanding of science, knowledge of instructional strategies, knowledge of assessment) of Magnusson, Krajcik, and Borko (1999) PCK model took into consideration. Qualitative research methodologies were used to investigate science teachers’ PCK and multiple sources of data collection procedures were followed in order to gain sound and deep information about novice and expert science teachers. Semi-structured interviews, concept map construction, lesson plan preparation, and classroom observations were the sources utilized to gain in-depth information about participant science teachers. There were two novice and two expert science teachers in the study practicing teaching in public schools. The results of the study indicated that both novice and expert science teachers have misconceptions and a lack of comprehension of some basic ecological concepts. Novice science teachers were found to have a conflict between actual PCK or enacted PCK and reported PCK. Expert science teachers were able to provide concrete examples of their teaching practices. The findings have important implications, especially for the improvement of science teacher education in terms of enhancing science teachers’ professional development in teaching ecological concepts and principles.

Subject Keywords

Pedagogical Content Knowledge, Ecology, Novice Science Teachers, Expert Science Teachers

URI

https://hdl.handle.net/11511/105325

Collections

Graduate School of Natural and Applied Sciences, Thesis