Assessment of high school physics teachers' pedagogical content knowledge related to the teaching of electricity

Download

index.pdf

Date

2012

Author

Bahçıvan, Eralp

Metadata

Show full item record

Item Usage Stats

269
views

150
downloads

The main purpose of this study is to assess pedagogical content knowledge (PCK) of in-service physics teachers about electricity topic in high school level by developing a paper-and-pencil instrument consisting of open-ended items. The instrument was developed with four different implementations by administration to the 278 in-service physics teachers. An exploratory and confirmatory factor analysis including only PCK items was conducted in validation processes. The relations among teachers’ job satisfaction levels, perceived self-efficacy levels, years of teaching experience and specific experiences, attendance to in-service training seminars related to physics teaching programs and teachers’ PCK were also analyzed by a confirmatory structural equation modeling study in validation of test scores. SPSS and AMOS programs were used in the analyses. Results of the study showed that teachers’ perceived self-efficacy level, attendance to in-service training seminars and specific experiences were significant predictors of their PCK. Teachers’ years of teaching experience and job satisfaction level were not significant predictors of their PCK. Inter-rater reliability scores were calculated as 0.86 and 78% for scoring and coding of the participant teachers’ responses respectively. Results also showed that there are many Turkish physics teachers whose PCK scores regarding students’ learning difficulties and misconceptions are below the average and participants mostly prefer to implement direct instruction in their classrooms as the instructional strategy.

Subject Keywords

Physics, Physics teachers., High school students, Teaching

URI

http://etd.lib.metu.edu.tr/upload/12614413/index.pdf
https://hdl.handle.net/11511/21606

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

Development of pre-service chemistry teachers' pedagogical content knowledge for nature of science : an intervention study Demirdöğen, Betül; Kondakçı, Esen; Köseoğlu, Fitnat; Department of Secondary Science and Mathematics Education (2012) The purpose of this study was to delve into the complexities of development of preservice chemistry teachers’ science teaching orientation, knowledge of learner, knowledge of instructional strategies, and knowledge of assessment during Pedagogical Content Knowledge (PCK) for Nature of Science (NOS) instruction. Thirty pre-service chemistry teachers enrolled Research in Science Education course participated to the study. Case study, one of the qualitative research methods, was used as research design. PCK fo...
Investigation of pre service science teachers perceptions related to pedagogical knowledge and pedagogical content knowledge Güler, Fulden; Aksu, Meral; Department of Educational Sciences (2015) The purpose of the present study was to investigate the pre service science teachers’ perceptions related to science teaching. Within this scope, participants’ perceptions related to their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate the effect of gender and level of achievement on participants’ perceptions regarding PK and PCK. 176 fourth year pre service science teachers from three state universities of Ankara participated in th...
Mode-method interaction: the effects of inquıry vs. expository and blended vs. face-to-face instruction on 9th grade students’ achievement in, scıence process skills in and attitudes towards physics Çetin, Ali; Özdemir, Ömer Faruk; Department of Secondary Science and Mathematics Education (2013) The purpose of this study is to find out the main effects of instructional modes (blended and face-to-face), teaching methods (inquiry and expository) and the interaction effects between them on 9th grade students’ physics achievements, science process skills, and attitudes towards physics. To achieve this purpose, 2x2 factorial design with four treatment groups were constructed, blended inquiry (W-INQU), blended expository(W-EXPO), face-to-face inquiry (INQU), and face-to-face expository (EXPO). Two web en...
Development and application of a four-tier test to assess pre-service physics teachers' misconceptions about geometrical optics Kaltakçı, Derya; Eryılmaz, Ali; McDermott, Lillian Christie; Department of Secondary Science and Mathematics Education (2012) The main purpose of this study was to develop and administer a four-tier test for assessing Turkish pre-service physics teachers’ misconceptions about geometrical optics. Sixteen pre-service physics teachers, who were selected by maximum variation and convenience sampling methods from three state universities in Ankara, were interviewed in the contexts of plane mirrors, spherical mirrors, and lenses. From these interviews and the studies in the literature, the Open-Ended Geometrical Optics Test was develope...
A multiple case study: Turkish physics teachers’ teaching beliefs related to national high school physics curriculum Kapucu, Serkan; Yıldırım, Ufuk (2013-01-01) In the present Turkish High School Physics Curriculum (THSPC), it was explicitly stated that physics teachers should use various teaching methods and techniques such as 5E, 7E, cooperative learning, inquiry-based learning, and problem solving in their instructional practices. Although the use of multiple methods and techniques has been suggested by the national physics curriculum, it is probable that teachers do not teach by using various instructional methods and techniques. Some factors, especially their ...

Citation Formats

E. Bahçıvan, “Assessment of high school physics teachers’ pedagogical content knowledge related to the teaching of electricity,” Ph.D. - Doctoral Program, Middle East Technical University, 2012.