Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

2016-08-01
Demirdogen, Betul
Hanuscin, Deborah L.
Kondakçı, Esen
Koseoglu, Fitnat
Show full item record
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
241
views
0
downloads
The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for teaching nature of science (NOS). Thirty preservice chemistry teachers enrolled in a Research in Science Education course participated in the study. Qualitative data sources included responses to an open-ended instrument, interviews, observations, and artifacts such as lesson plans and reflection papers. Through the in-depth analysis of explicit PCK and constant comparative method of analysis, we identified the influence of the intervention on participants' PCK for NOS. Analysis of data revealed four major themes related to the nature of preservice chemistry teachers' NOS teaching practices and their PCK for NOS: (1) prerequisite knowledge and beliefs are necessary to teach NOS, (2) there is a developmental progression of PCK for NOS from knowledge to application level, (3) teachers need some comfort in their NOS understanding to teach NOS, and (4) the higher integration of PCK components leads to successful NOS teaching practices. Implications for science teacher education and research are discussed.
Pedagogical content knowledge, Nature of science, Preservice teachers, Case study, In-depth analysis of explicit PCK, Constant comparative method
https://hdl.handle.net/11511/33173
RESEARCH IN SCIENCE EDUCATION
Department of Mathematics and Science Education, Article

Suggestions

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...
Development of Preservice Science Teachers' Pedagogical Content Knowledge for Science, Technology, Engineering and Mathematics in the context of Lesson Study
Güler Nalbantoğlu, Fulden; Çakıroğlu, Jale; Yılmaz Tüzün, Özgül; Department of Elementary Education (2023-2)
The purpose of the present study was to investigate the development of preservice science teachers’ pedagogical content knowledge for science, technology, engineering, and mathematics (STEM) education in the context of lesson study. The lesson study was integrated into the Practice Teaching in Science course, and there were four lesson study cycles throughout the study. Each lesson study cycle consisted of planning, teaching, reflecting, re-teaching, and re-reflecting phases. The design of the study was a m...
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...
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...
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 ...
Citation Formats
B. Demirdogen, D. L. Hanuscin, E. Kondakçı, and F. Koseoglu, “Development and Nature of Preservice Chemistry Teachers’ Pedagogical Content Knowledge for Nature of Science,” RESEARCH IN SCIENCE EDUCATION, pp. 575–612, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/33173.
METU IIS - Integrated Information Service open@metu.edu.tr