Investigation of pre service science teachers perceptions related to pedagogical knowledge and pedagogical content knowledge

Güler, Fulden
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 the study. The design of the study was planned as survey and two questionnaires were administered to the participants in order to collect data. Data obtained from the questionnaires were analyzed by using both descriptive and inferential statistics. The results of the study revealed that pre service science teachers perceived themselves as competent in terms of both PK and PCK. When components of PK were examined, participants’ perceptions were high regarding classroom management, learners and learning, lesson planning and assessment. With respect to components of PCK, participants perceived that they had high level knowledge of science instructional strategies, knowledge of science learners, knowledge of science misconceptions, knowledge of science curriculum and knowledge of science assessment. Moreover, no significant difference was found between female and male participants’ perceptions pertinent to PK and PCK. It was also observed that level of achievement did not make any difference on pre service science teachers’ perceptions related to PK and PCK