Examination of interaction between pre-service chemistry teachers’ pedagogical content knowledge and content knowledge in electrochemistry

Download
2016
Kutucu, Elif Selcan
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 the participant were selected through purposeful sampling. Data were collected through electrochemistry content test, Content Representation (CoRe), semi-structured interviews, stimulated recall interviews, classroom observations and field notes. Results indicated that CK and PCK were correlated knowledge bases but they are distinct and there is no direct proportional correlation between them. In other words, basic level of CK is a prerequisite for developing PCK, while a high CK does not affect a high PCK to the same extent. Pre-service teachers with weak content knowledge had problems in recognizing students’ possible misconceptions, using vertical and horizontal relations in the curriculum and using the topic specific instructional strategies effectively. The level of content knowledge did not have strong impact on choices of subject specific instructional strategies, how to assess students’ understanding, science teaching orientations of pre-service teachers. Teacher education programs should focus on activities that improving both content knowledge and pedagogical content knowledge of pre-service teachers.

Suggestions

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...
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...
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...
The Nature of interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers
Akın, Fatma Nur; Kondakçı, Esen; Department of Secondary Science and Mathematics Education (2017)
In this qualitative multiple-case design study, I examined the interactions among pedagogical content knowledge (PCK) components of novice and experienced chemistry teachers in teaching reaction rate and chemical equilibrium topics. For this aim, three chemistry teachers who had different levels of teaching experience in chemistry teaching were selected through a process of purposeful sampling. Data were collected through card-sorting task, Content Representation (CoRe) tool, semi-structured interviews, obs...
The Investigation of pedagogical content knowledge of teachers : the case of teaching genetics
Aydemir, Murat; Çakıroğlu, Jale; Öztekin, Ceren; Department of Elementary Education (2014)
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...
Citation Formats
E. S. Kutucu, “Examination of interaction between pre-service chemistry teachers’ pedagogical content knowledge and content knowledge in electrochemistry,” Ph.D. - Doctoral Program, Middle East Technical University, 2016.