Examination of topic-specific nature of pedagogical content knowledge: a case of science teacher of gifted students /

Download
index.pdf
2017
Çaylak, Burak
Show full item record
337
views
180
downloads
The aims of this study were to investigate the topic-specific pedagogical content knowledge (PCK) of a science teacher working with gifted students, and to investigate the interaction of the teacher’s PCK components. Single case study methodology in qualitative nature was utilized, and the case was comprised of a middle school science teacher who worked in a private school including 7th grade gifted students. Three physics topics; work and energy, simple machines, and friction force were selected to gain rich information about the participant teacher’s teaching through in a long term observation. The data were collected through card-sorting activities, CoRe (Content Representation), semi-structured interviews, classroom observations, and field notes. The study results showed that the teacher had multiple science teaching orientations about science teaching and learning. She had also strong knowledge of curriculum and used science curriculum effectively while designing and applying related topics. As regarding knowledge of learner, her teaching was affected by characteristics of gifted students leading the teacher to design and apply enrichment activities. Moreover, topic-specific instructional strategies were often employed while teaching related topics. The teacher’s knowledge of assessment included informal strategies such as questioning and monitoring, and formal assessment such as quizzes, multiple choices tests, and exams at the end of the unit. Finally, as regarding the interaction of teacher’s PCK components, the planning and practicing maps had different characteristics and they had topic-specific in nature. The teacher knowledge about the characteristics of gifted students and enrichment curriculum shaped and influenced her planning and teaching related topics.
Gifted children., Teachers of gifted children., Science, Pedagogical content knowledge.
http://etd.lib.metu.edu.tr/upload/12621358/index.pdf
https://hdl.handle.net/11511/26959
Graduate School of Social Sciences, Thesis

Suggestions

Investigating a science teacher’s pedagogical difficulties while teaching 7th grade force and motion unit
Çaylak, Burak; Çakıroğlu, Jale (null; 2017-05-21)
The aim of the study is to determine a science teacher’s pedagogical difficulties emerging from teaching physics topics to gifted students and to investigate how the teacher overcomes the difficulties. The study was conducted in a qualitative nature with a case study containing of a science teacher and three physics topics; work and energy, basic machines, and friction force. The data was collected by using semi-structured interviews, classroom observations, and field notes. After collecting the data, conte...
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...
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...
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
B. Çaylak, “Examination of topic-specific nature of pedagogical content knowledge: a case of science teacher of gifted students /,” Ph.D. - Doctoral Program, Middle East Technical University, 2017.
METU IIS - Integrated Information Service open@metu.edu.tr