Examining a Science Teacher's Pedagogical Content Knowledge: Interactions among Components through an Alternative Mapping Approach

Date

2026-01-01

Author

ÇAYLAK, Burak
Çakıroğlu, Jale

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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This study investigates the interaction of a science teacher's pedagogical content knowledge (PCK) components during the instruction of seventh-grade physics topics-work/energy and simple machines. It aims to explore how these components interconnect and influence instructional practices, particularly in the context of teaching gifted students. The study employed a qualitative research design, using classroom observations as the primary data source. It utilized the Alternative Mapping Approach (AMA), an adaptation of Park and Chen's (2012) mapping-out method, to analyze PCK interactions. Content analysis and the constant comparative method were applied to interpret the data and construct detailed PCK interaction maps. The study yielded four key findings. First, PCK interaction maps are topic-specific and differ in complexity and structure. Second, student-related factors-such as learning difficulties, misconceptions, and characteristics of gifted learners-significantly influenced pedagogical decisions. Third, the teacher's knowledge of instructional strategies played a central role in initiating interactions, while knowledge of learners was crucial in addressing instructional challenges. Lastly, contextual factors, particularly the needs of gifted students, required enrichment activities that demonstrated dynamic interactions between knowledge of curriculum and other PCK components. This study contributes to PCK research by introducing the Alternative Mapping Approach (AMA) as a novel and effective tool for capturing the complexity and sequence of PCK component interactions. It highlights the importance of considering contextual and qualitative dimensions in understanding how PCK is enacted in real classroom settings, particularly in differentiated instruction for gifted learners.

URI

https://hdl.handle.net/11511/118652

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Department of Mathematics and Science Education, Article