Examination of experienced chemistry teachers’ pedagogical content knowledge on solution topic

Date

2024-6-27

Author

Büyükekşi, Cem

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Shulman (1986) stated that the main difference between a teacher and an expert in that field is pedagogical content knowledge. Shulman's work has become a new research topic in the field of education and many researchers have presented models related to the subject (Magnusson, Krajcik, & Borko, 1999; Abell, 2008). Due to the subject-specific nature of pedagogical content knowledge, teachers' pedagogical content knowledge should be examined within the scope of the subject. In this study, the pedagogical content knowledge of experienced chemistry teachers on solutions was examined. In line with the purpose of the study, experienced chemistry teachers' knowledge of solutions, knowledge of educational strategies, curriculum knowledge and assessment knowledge were investigated. All pedagogical content knowledge components were examined in order to analyze the structure of the participants' pedagogical content knowledge. The study was carried out with 3 chemistry teachers working in high schools affiliated to the Ministry of National Education. While selecting the participants, it was taken into consideration that they had at least 5 years of experience, had worked in different schools, were open to cooperation and would respond sincerely. In-class observation, semi-structured interview, CoRe and card grouping activities were used as data collection tools in the study. Constants comparative data analysis method was used to analyze the data. The results of the study revealed that the pedagogical content knowledge of the teacher is effective on the teacher's instructional strategies. In addition, it was revealed that the physical facilities of the schools, the curriculum and student characteristics (readiness level, success level, etc.) have an effect on pedagogical content knowledge. We may conclude that teachers’ pedagogical content knowledge is dynamic construct and it is shaped by contextual factors.

Subject Keywords

Pedagogical Content Knowledge, Chemistry Education, Solutions

URI

https://hdl.handle.net/11511/110566

Collections

Graduate School of Natural and Applied Sciences, Thesis