Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Interaction between experienced chemistry teachers' science teaching orientations and other components of pedagogical content knowledge in mixtures
Download
index.pdf
Date
2016
Author
Ekiz Kıran, Betül
Metadata
Show full item record
Item Usage Stats
547
views
212
downloads
Cite This
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 the data were collected in mixtures unit through interviews, classroom observations and field notes. Results indicated that participants held teacher-focused beliefs about science teaching and learning. Moreover, their beliefs about the goals or purposes of science teaching was highly effected from nationwide examinations. None of the participants emphasized the aspects of the nature of science during the instruction due to the reality of nationwide examinations, time limitation and their ongoing habits. Beliefs about the goals or purposes of science teaching interacted with knowledge of learner and knowledge of assessment the most and knowledge of curriculum the least. Beliefs about science teaching and learning mostly interacted with knowledge of instructional strategies. Knowledge of assessment was the component of PCK that interacted the least with beliefs about science teaching and learning. Specially designed professional development programs should focus more on teachers’ beliefs to manifest their STO which directs teachers’ classroom practice. Moreover, in these programs alternative instructional methods and assessment techniques should be introduced to teachers in order to support them to develop more integrated PCK for teaching in an effective way. By this way, experienced in-service teachers may adopt reform-based practices easier.
Subject Keywords
Chemistry
,
Science
,
Pedagogical content knowledge.
,
Chemistry teachers
,
Chemistry teachers
,
Teaching
URI
http://etd.lib.metu.edu.tr/upload/12620604/index.pdf
https://hdl.handle.net/11511/26143
Collections
Graduate School of Natural and Applied Sciences, Thesis
Suggestions
OpenMETU
Core
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...
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 ...
Interaction between pre-service chemistry teachers’ pedagogical content knowledge and content knowledge in electrochemistry
Öztay, Elif Selcan; Boz, Yezdan (2022-3-01)
All rights reserved.The purpose of this study was to delve into 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 participated in the study. All PCK components were included in the current study. Qualitative methodology was used and the participants were selected through purposeful sampling. Data were coll...
Interactions between the science teaching orientations and components of pedagogical content knowledge of in-service chemistry teachers
Ekiz Kıran, Betül; Boz, Yezdan (Royal Society of Chemistry (RSC), 2020-01-16)
The purpose of this study was to examine the interactions between in-service chemistry teachers' science teaching orientations and other components of their pedagogical content knowledge (PCK). Two experienced chemistry teachers participated in this study. Data were collected through interviews, classroom observations, and field notes as the participants taught the mixtures unit. The results indicated that the participants held solid foundation purposes, in which students use science to be successful in the...
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...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
B. Ekiz Kıran, “Interaction between experienced chemistry teachers’ science teaching orientations and other components of pedagogical content knowledge in mixtures,” Ph.D. - Doctoral Program, Middle East Technical University, 2016.
