Examination of the topic-specific nature of pedagogical content knowledge in teaching electrochemical cells and nuclear reactions

Date

2014-01-01

Author

Aydın, Sevgi
Friedrichsen, Patricia M.
Boz, Yezdan
Hanuscin, Deborah L.

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

260
views

0
downloads

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), semi-structured interviews, observations, and field notes. The data collected were analyzed both deductively and inductively. Results revealed that the teachers used more content-based and teacher-centered instruction to teach electrochemistry, whereas their instruction was less teacher-centered, and included Science-Technology-Society-Environment discussions and implicit NOS instruction to teach nuclear reactions. The teachers also varied in the extent of their knowledge of learners and curriculum in comparing their PCK for each topic. In regard to assessment, the teachers' assessment practices were at the general PK level; they lacked topic-specific PCK for either topic. We provided recommendations for professional development programs, pre-service teacher education programs, and curriculum developers to support teachers in developing topic-specific PCK.

Subject Keywords

Education, Chemistry (miscellaneous)

URI

https://hdl.handle.net/11511/35722

Journal

CHEMISTRY EDUCATION RESEARCH AND PRACTICE

DOI

https://doi.org/10.1039/c4rp00105b

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

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...
Pre-service chemistry teachers' pedagogical content knowledge of the nature of science in the particle nature of matter BEKTAŞ, Oktay; Ekiz, Betul; Tuysuz, Mustafa; Kutucu, Elif Selcan; Kondakçı, Esen; Kondakçı, Esen (Royal Society of Chemistry (RSC), 2013-01-01) This study investigated pre-service chemistry teachers' pedagogical content knowledge of the nature of science (NOS) in the content of the particle nature of matter. Qualitative research design was utilized. Data were collected from seven pre-service chemistry teachers (PCTs) by using open-ended questions, interviews, observations, lesson plans, and reflection papers. The results indicated that while most of the PCTs showed improvement in terms of understanding of the target aspects of NOS, knowledge of lea...
The effect of case-based instruction on 10th grade students' understanding of gas concepts Yalcinkaya, Eylem; Boz, Yezdan (Royal Society of Chemistry (RSC), 2015-01-01) The main purpose of the present study was to investigate the effect of case-based instruction on remedying 10th grade students' alternative conceptions related to gas concepts. 128 tenth grade students from two high schools participated in this study. In each school, one of the classes was randomly assigned as the experimental group and the other class, instructed by the same chemistry teacher, was assigned as the control group. The students in the experimental groups were instructed by case-based instructi...
Exploring representation of nature of science aspects in 9th grade chemistry textbooks Esmer, Feyza; Geban, Ömer; Department of Secondary Science and Mathematics Education (2011) The aim of this study was to examine the representation of Nature of Science (NOS) aspects in 9th grade chemistry textbooks. Two textbooks nation-wide used are analyzed, one of them is written in Turkish the other in English. These textbooks were written according to 2008-2009 education program’s curriculum. A qualitative oriented approach was employed and ethnographic content analysis was used as the methodological framework for this research as Irez (2006) has performed. Data were analyzed by means of boo...
Exploring the development of pre-service science teachers’ views on nature of science in inquiry-based laboratory instruction Özgelen, Sinan; Yılmaz Tüzün, Özgül; Department of Educational Sciences (2010) The purposes of this study were to explore understanding of preservice science teachers’ (PSTs) nature of science (NOS) views during the explicit-reflective and inquiry-based laboratory instruction and investigate PSTs’ perspectives and experiences related to learning NOS aspects in the science laboratory course. This study was carried out during the Laboratory Application in Science II course. A total of 45 PSTs participated to the study. The design of the study was qualitative and exploratory in nature. I...

Citation Formats

S. Aydın, P. M. Friedrichsen, Y. Boz, and D. L. Hanuscin, “Examination of the topic-specific nature of pedagogical content knowledge in teaching electrochemical cells and nuclear reactions,” CHEMISTRY EDUCATION RESEARCH AND PRACTICE, pp. 658–674, 2014, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/35722.