Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
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
The Nature of interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers
Download
index.pdf
Date
2017
Author
Akın, Fatma Nur
Metadata
Show full item record
Item Usage Stats
253
views
275
downloads
Cite This
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, observation of instructions, and field notes. Data were analyzed through three approaches: in-depth analysis of explicit PCK, enumerative approach, and constant comparative methods. Results revealed nine salient features of the interplay of the PCK components: a) The novice teacher’s orientations towards science, in contrast to the experienced teachers, were much broad and non-specific, which impeded the connections among the components, b) The integration of the PCK components was idiosyncratic and topic specific, c) The novice teacher’s PCK maps were fragmented while the experienced teachers’ PCK maps were integrated, d) Knowledge of learner, knowledge of curriculum and knowledge of instructional strategies were central in the interplays of all teacher maps, e) The novice and experienced teachers displayed different levels of complexity in their interactions among PCK components, f) The experienced teachers had much more two-way interactions among PCK components than the novice teacher, g) The experienced teachers were more successful than the novice teacher in translating their knowledge into practice in terms of the integration among PCK components, h) Teacher self-efficacy appeared to play a role in their use of PCK components and constructing interactions among them, and i) All teachers taught the same topics with similar lesson plans and same instructional materials; however, they differed in terms of how effectively they connect the PCK components. Implications for teacher education and suggestions for science education research are presented.
Subject Keywords
Chemistry
,
Science
,
Pedagogical content knowledge.
,
Chemistry teachers
,
Chemistry teachers
,
Teaching
URI
http://etd.lib.metu.edu.tr/upload/12620750/index.pdf
https://hdl.handle.net/11511/26302
Collections
Graduate School of Natural and Applied Sciences, Thesis
Suggestions
OpenMETU
Core
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 the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers
Akın Çelebi, Fatma; Kondakçı, Esen (2018-01-01)
We examined the interactions among pedagogical content knowledge (PCK) components of novice and experienced chemistry teachers in teaching reaction rate and chemical equilibrium topics in this qualitative multiple-case design study. For this aim, three chemistry teachers who had different levels of teaching experience in chemistry teaching were selected through a process of purposeful sampling. Multiple types of data were gathered through more than two months. In order to collect and triangulate data, a car...
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 ...
The nature and development of interaction among components of pedagogical content knowledge in practicum
Aydın, Sevgi; Demirdogen, Betul; Akın Çelebi, Fatma; Kondakçı, Esen; Tarkin, Aysegul (2015-02-01)
This secondary analysis study focused on how interactions among preservice teachers' pedagogical content knowledge (PCK) components developed throughout a 14-week CoRe-based mentoringenriched practicum course, and the nature of those interactions. Data were collected from three preservice teachers, information-rich cases, by the use of content representation (CoRe) and semi-structured interviews. Content analysis and the constant comparative method were employed in the data analysis. Results revealed that t...
Examination of the topic-specific nature of pedagogical content knowledge in teaching electrochemical cells and nuclear reactions
Aydın, Sevgi; Friedrichsen, Patricia M.; Boz, Yezdan; Hanuscin, Deborah L. (Royal Society of Chemistry (RSC), 2014-01-01)
The purpose of this study was to examine experienced chemistry teachers' pedagogical content knowledge (PCK) for two different topics in chemistry to better understand how PCK is specific to topic, including whether all components of PCK are topic-specific and to what degree. To explore the topic-specific nature of PCK, we examined two experienced teachers' PCK using a case study methodology. Multiple data collection strategies were used, including a card-sorting activity, Content Representation (CoRe), sem...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
F. N. Akın, “The Nature of interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers,” Ph.D. - Doctoral Program, Middle East Technical University, 2017.
