The Investigation of pedagogical content knowledge of teachers : the case of teaching genetics

Download

index.pdf

Date

2014

Author

Aydemir, Murat

Metadata

Show full item record

Item Usage Stats

288
views

126
downloads

In this study science teachers’ content knowledge and pedagogical content knowledge (PCK) on genetics was investigated with respect to science teachers’ knowledge of curriculum, knowledge of students, and knowledge of teaching strategies. Five experienced science teachers (one male and four female) teaching genetics to 8th grades from five middle schools participated in the study. Case study, one of the qualitative research designs, was adopted as a research design. In order to gather information on content knowledge and PCK components, genetics test, pre-PCK interview, classroom observations, and post-PCK interview were employed. Findings of the study revealed that participants did not fully comprehend basic concepts in genetics. In a similar vein, they did not express sound curriculum knowledge and they employed applications exceeding the curriculum border such as solving problem about hereditary diseases crossing. Moreover, participants represented generally sound knowledge of students with respect to both knowledge of requirements and difficulties of students while learning genetics. However, they had limited knowledge on teaching strategies for both subject specific (e.g. learning cycle) and topic specific (e.g. representation, activities). In addition, participants did not employed representations to teach genetics concepts meaningfully and any activities to help their students learn the relationships between genetics concepts. All of the participant teachers employed a similar teaching approach to overcome students’ misconceptions and difficulties such as giving explanations.

Subject Keywords

Science, Genetics, Pedagogical content knowledge., Science teachers, Teaching, Elementary school teaching.

URI

http://etd.lib.metu.edu.tr/upload/12617320/index.pdf
https://hdl.handle.net/11511/23563

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Examination of interaction between pre-service chemistry teachers’ pedagogical content knowledge and content knowledge in electrochemistry Kutucu, Elif Selcan; Boz, Yezdan; Department of Secondary Science and Mathematics Education (2016) The purpose of this study was to examine the interaction between pre-service chemistry teachers’ pedagogical content knowledge (PCK) and content knowledge (CK) while teaching electrochemistry. Two pre-service chemistry teachers enrolled in practice teaching course in chemistry education program. All PCK components were studied in the current study to examine participants’ PCK. In order to get detailed information and understand deeply the interaction between CK and PCK, qualitative methodology was used and ...
Multilevel analysis of students science achievement in relation to constructivist learning environment perceptions, epistemological beliefs, self-regulation and science teachers characteristics Pamuk, Savaş; Çakıroğlu, Jale; Öztekin, Ceren; Department of Elementary Education (2014) This study aimed to examine student science achievement in relation to constructivist learning environment perceptions, epistemological beliefs, self-regulation and science teacher characteristics. Data were collected using a battery of instruments administered to both 137 science teachers and their 3281 seventh grade students in Ankara, Turkey. Several Hierarchical Linear Modeling analyses were conducted to analyze the two level-data which were student-level that were self-regulation (i.e., self-efficacy, ...
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...
Use of learning trajectories based instruction to restructure pre-service elementary teachers’ mathematical content and student knowledge Yılmaz, Zuhal; Haser, Çiğdem; Department of Elementary Education (2015) The purpose of this study was to explore elementary pre-service teachers’ (PTs) mathematical content knowledge (MCK) and student knowledge (SK) restructuring practices for equipartitioning related mathematical ideas. Nine senior PTs from a private university located southeastern part of the Turkey were voluntarily participated to Learning Trajectories Based Instruction (LTBI) teaching experiment. Classroom video data, written works of PTs, pre-post tests and field notes were the main sources of the data col...
Interaction between experienced chemistry teachers' science teaching orientations and other components of pedagogical content knowledge in mixtures Ekiz Kıran, Betül; Boz, Yezdan; Department of Secondary Science and Mathematics Education (2016) The purpose of this study was twofold: The first one was to investigate all components of experienced chemistry teachers’ pedagogical content knowledge (PCK) which are science teaching orientations (STO), knowledge of learner, knowledge of curriculum, knowledge of instructional strategy and knowledge of assessment, and the second one was to examine the interactions between their science teaching orientations and the other components of PCK. Two experienced chemistry teachers participated in the study and th...

Citation Formats

M. Aydemir, “ The Investigation of pedagogical content knowledge of teachers : the case of teaching genetics,” Ph.D. - Doctoral Program, Middle East Technical University, 2014.