The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers

Date

2018-01-01

Author

Akın Çelebi, Fatma
Kondakçı, Esen

Metadata

Show full item record

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

Item Usage Stats

348
views

0
downloads

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 card-sorting activity, a Content Representation (CoRe) tool, semi-structured interviews, observation of instruction, and field notes were utilized. Data were analyzed through three approaches: in-depth analysis of explicit PCK, the enumerative approach, and constant comparative methods. The results revealed eight characteristics of the interactions of the PCK components: (a) the novice teacher's orientations towards science, in contrast to the experienced teachers', were more broad and nonspecific, which impeded the interactions among the components, (b) the interplay 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) the experienced teachers, in contrast to the novice teacher, interacted more than two PCK components in most of their teaching fragments, (e) knowledge of learner, knowledge of curriculum and knowledge of instructional strategies were central in the interplays of all teacher maps, (f) the experienced teachers were more successful than the novice teacher in translating their knowledge into practice in terms of the integration among PCK components, (g) teacher self-efficacy appeared to play a role in their use of PCK components and constructing interactions among them, and (h) all teachers taught the same topics with similar lesson plans and the same instructional materials; however, they differed in terms of how they connect the PCK components. Implications and suggestions for teacher education and science education research are presented.

Subject Keywords

Subject-matter, Pck Components, Self-efficacy, Science, Education, School, Conceptions, Integration, Professors, Induction

URI

https://hdl.handle.net/11511/40812

Journal

CHEMISTRY EDUCATION RESEARCH AND PRACTICE

DOI

https://doi.org/10.1039/c7rp00165g

Collections

Department of Turkish Language, Article

Suggestions

OpenMETU
Core

The Nature of interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers Akın, Fatma Nur; Kondakçı, Esen; Department of Secondary Science and Mathematics Education (2017) 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, obs...
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...
The Contribution of Constructivist Instruction Accompanied by Concept Mapping in Enhancing Pre-service Chemistry Teachers' Conceptual Understanding of Chemistry in the Laboratory Course Aydın, Sevgi; Aydemir, Nurdane; Boz, Yezdan; Cetin-Dindar, Ayla; BEKTAŞ, Oktay (Springer Science and Business Media LLC, 2009-12-01) The present study aimed to evaluate whether a chemistry laboratory course called "Laboratory Experiments in Science Education" based on constructivist instruction accompanied with concept mapping enhanced pre-service chemistry teachers' conceptual understanding. Data were collected from five pre-service chemistry teachers at a university in Ankara by means of a concept test and semi-structured interviews. Results showed that pre-service teachers had some alternative conceptions about chemistry topics. Moreo...
The effect of multiple intelligences based instruction on 9th graders chemistry achievement and attitudes toward science Bilgin (Köken), Elmas; Geban, Ömer; Department of Secondary Science and Mathematics Education (2006) The main purpose of the study was to compare the effectiveness of multiple intelligences theory based instruction (MITBI) and traditional science instruction (TSI) on 9th grade students’ understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Genç Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was con...

Citation Formats

F. Akın Çelebi and E. Kondakçı, “The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers,” CHEMISTRY EDUCATION RESEARCH AND PRACTICE, pp. 80–105, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/40812.