Experienced science teachers’ subject matter knowledge and pedagogical content knowledge regarding biogeochemical cycles in the context of education for sustainable development

Yılmaz Yendi, Bahar
This study investigated experienced science teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) regarding biogeochemical cycles in the context of education for sustainable development (ESD). Three science teachers (one male, two females) from different schools participated in the study. In this qualitative research, multiple case studies were used as research design. Data were obtained through interviews, content representations, observations, card sorting activity and teacher documents. Considering the results, it was observed that teachers had lack of knowledge in both their substantive and syntactic structures in the topic of biogeochemical cycles. The results also revealed that teachers conceptually associated sustainable development with the carbon cycle mostly but they could not reflect their SD understanding to their teaching of the cycles. When teachers' PCK were examined, it was found that teachers differed in the central and peripheral goals of science education. In addition, teachers were knowledgeable about both the objectives in the curriculum and the horizontal and vertical relations of the topic. Although teachers were aware of the students’ prerequisite knowledge in order to comprehend the topic, they did not consider students’ different learning styles during their teaching practice. Moreover, it was found that teachers had limited knowledge of both subject-specific and topic-specific instructional strategies. Teachers generally used teacher-centered strategies which caused them to be incompetent for implementing ESD. Similarly, teachers adopted traditional assessment methods. Eventually, it is recommended that teacher educators and program developers should enhance teacher education programs where teachers can gain experience especially in terms of instructional and assessment strategies specific to ESD and integrate their SD understanding with different topics.


To What Extent Are Science Teachers Ready to Teach Sustainable Development? A Case Study for Two Experienced Teachers Pedagogical Content Concerns
Öztekin, Ceren (2017-05-21)
This study aims to examine two in-service middle school teachers’ pedagogical content knowledge (PCK) and pedagogical content concerns (PCC) about sustainable development (SD). Data were collected from semi-structured interviews and they were both deductively and inductively coded and categorized to reach the findings. Findings of the study suggested that teachers had concerns about students’ lack of interest and awareness to SD, teachers’ deficient ...
Preschool Children's Ideas on Sustainable Development: How Preschool Children Perceive Three Pillars of Sustainability with the Regard to 7R
Kahrıman-Ozturk, Deniz; Olgan, Refika; Guler, Tulin (2012-09-01)
The purpose of this study is to describe ideas of preschool children about sustainable development. Basic qualitative research was utilized and 36 preschool children enrolled in four different preschools in Ankara were included in the study. Semi-structured interviews were used to obtain data related to ideas of preschool children on three pillars (Environmental, Economical, and Social Cultural) of Education for Sustainable Development and analyzed with inductive content analysis based on 7R's (reduce, reus...
Developing the systems thinking skills of pre-service science teachers through an outdoor ESD course
SEMİZ, GÜLİZ KARAARSLAN; Teksöz, Gaye (2019-11-08)
The purpose of this study is to explore the development of pre-service science teachers' systems thinking skills through an outdoor education for sustainable development (ESD) course. The study was composed of four stages, which are defining systems thinking skills, designing an outdoor ESD course, developing measurement tools, and implementation. Twelve systems thinking skills were determined within the ESD and science education context. Qualitative data were collected through interviews and systems thinki...
Pre-Service Teachers' Beliefs on Human Population Growth in the Context of Education for Sustainable Development: Development and Validation of an Instrument
Demirci, Sinem; Şahin, Elvan; Teksöz, Gaye; Marcinkowski, Thomas J. (2021-12-01)
The ongoing debates about the effects of human population growth (HPG) is one of the concepts in education for sustainable development (ESD). Beliefs toward HPG are an important construct for teacher education because beliefs potentially interfere with their instructional practices and students' beliefs, attitudes and behaviors. Accordingly, this study focused on developing and validating an instrument to explore pre-service teachers' beliefs toward the effects of HPG. The instrument was piloted, revised, a...
Exploring experienced science teachers’ topic-specific pedagogical content knowledge in teaching ecosystems
Tıraş, İlknur; Öztekin, Ceren; Department of Elementary Science and Mathematics Education (2019)
This research aimed to investigate experienced in-service middle school science teachers’ substantive content knowledge and topic-specific pedagogical content knowledge (TSPCK) on the concept of ecosystems. Data were gathered from two science teachers who were teaching concept of ecosystem in the seventh grade level in two different public schools in Ankara, Turkey. Semi-structured interview questions and classroom observations were used as a means to collect data. In data analysis inductive and deductive c...
Citation Formats
B. Yılmaz Yendi, “Experienced science teachers’ subject matter knowledge and pedagogical content knowledge regarding biogeochemical cycles in the context of education for sustainable development,” Thesis (Ph.D.) -- Graduate School of Social Sciences. Elementary Education., Middle East Technical University, 2019.