Interaction among Contextual Knowledge and Pedagogical Content Knowledge: Sociocultural Perspective

Download

index.pdf

Date

2019-01-01

Author

Şen, Mehmet
Öztekin, Ceren

Metadata

Show full item record

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

Item Usage Stats

261
views

145
downloads

This study examined middle school science teachers' contextual knowledge, pedagogical content knowledge and impact of contextual knowledge on pedagogical content knowledge based on sociocultural perspective. Data were collected from two teachers through semi-structured contextual knowledge interview, semi-structured pedagogical content knowledge interview, and classroom observations and then data were analyzed by deductive and inductive coding. Findings revealed four assertions regarding how teachers' contextual knowledge impacts their pedagogical content knowledge. Accordingly, a) Teachers' contextual knowledge assists them to make adjustments on their pedagogical content knowledge, b) Teachers' contextual knowledge can support their pedagogical content knowledge in some instances, c) Teachers may not always be able to eliminate negative effects of contextual factors, which limits their pedagogical content knowledge, d) Even though teachers are not aware of contextual factors, these contextual factors still affect their pedagogical content knowledge either positively or negatively. Findings of the study also provide information regarding teachers' contextual knowledge and pedagogical content knowledge in density topic. It is believed that this study provides significant clues about science teachers' contextual knowledge impact on their pedagogical content knowledge, which facilitates teaching and learning of density topic.

Subject Keywords

Education, Pedagogical content knowledge, Contextual knowledge, Density topic, Interaction among contextual knowledge and pedagogical content knowledge

URI

https://hdl.handle.net/11511/36542

Journal

EGITIM VE BILIM-EDUCATION AND SCIENCE

DOI

https://doi.org/10.15390/eb.2019.7927

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Interactions among Topic-Specific Pedagogical Content Knowledge Components for Science Teachers: The Impact of Content Knowledge Şen, Mehmet; Demirdöğen, Betül ; Öztekin, Ceren (2022-01-01) This study investigated in what ways and to what extent the interactions between the components of pedagogical content knowledge (PCK) differ for junior high school science teachers with different levels of content knowledge. Data were collected from three science teachers through semi-structured interviews and classroom observations. The participants' content knowledge was analyzed based on inductive coding and the teachers were labeled as curriculum-led, content-expert, and content-novice. Interactions am...
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...
Investigation of science teachers' topic-specific pedagogical content knowledge regarding climate, weather and seasons: from the dual perspective Sağbilge, Kübra; Öztekin, Ceren; Department of Science Education (2022-2-10) This study aimed to investigate experienced science teachers’ subject matter knowledge (SMK) containing syntactic and substantive knowledge and pedagogical content knowledge (PCK) regarding the seasons, weather and climate addressing the dual perspective. In this single case study, three science teachers who worked on public schools constituted the sample. Data were gathered via pre-interview, post-interview, classroom observations and teacher documents. Findings regarding teachers’ substantive knowledge i...
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...
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

M. Şen and C. Öztekin, “Interaction among Contextual Knowledge and Pedagogical Content Knowledge: Sociocultural Perspective,” EGITIM VE BILIM-EDUCATION AND SCIENCE, pp. 57–97, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/36542.