INVESTIGATION OF PEDAGOGICAL CONTENT KNOWLEDGE OF SCIENCE TEACHERS FOR TEACHING SOCIOSCIENTIFIC ISSUES

Date

2024-8

Author

Yahşi, Derya

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The purpose of the present study was to investigate the pedagogical content knowledge of science teachers for teaching socioscientific issues. The design of the study was a multiple case study, and the participants of the study were two science teachers working in the same private school. The data were collected through PCK pre-post interviews, classroom observations, field notes, teacher documents, and audiorecorded meetings. Data were analyzed using both deductive and inductive methods. Interaction among PCK components was analyzed using three different approaches, namely, the in-depth analysis of PCK, the enumerative approach, and the constant comparative method. Findings about PCK revealed that science teachers’ orientation towards science was based on the transmission of curricular objectives referring to subject matter goals. Regarding knowledge of curriculum; although science teachers were aware of the curricular objectives and could partially link vertical and horizontal relations. Additionally, while science teachers were able to identify students' misconceptions, they lacked the necessary knowledge to effectively address and correct them. This shortcoming was due to their limited understanding of instructional strategies. Furthermore, science teachers also demonstrated a lack of knowledge about alternative assessment techniques in the context of their assessment knowledge. Participants’ findings about interaction among PCK components revealed four distinct patterns: 1) The integration of the PCK components was idiosyncratic, 2) The teacher’s PCK maps were fragmented, 3) Knowledge of assessment and knowledge of instructional strategies were central in the interactions of all teacher maps, 4) Teachers displayed different levels of complexity in their interactions among PCK components.

Subject Keywords

Pedagogical Content Knowledge, Socioscientific Issues, Global Climate Change, Science Teachers

URI

https://hdl.handle.net/11511/110611

Collections

Graduate School of Social Sciences, Thesis