Pre-service science teachers' instructional planning for teaching nature of science: a multiple case study

Date

2011-10-30

Author

Bilican, Kader
Öztekin, Ceren
Çakıroğlu, Jale

Metadata

Show full item record

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

Item Usage Stats

232
views

0
downloads

Current study is a multiple case study exploring three pre-service science teachers' pedagogical content knowledge for instructional planning regarding nature of science (NOS) teaching. All pre-service science teachers were taught NOS explicitly and expected to integrate their understanding of nature of science into their lesson plans. The analysis of lesson plans showed that participants still had difficulties in both integrating NOS explicitly and selecting appropriate strategies for assessing students' NOS understanding. The results suggested that efforts to improve pre-service science teachers' pedagogical content knowledge for teaching NOS should put more emphasis on strategies for assessing NOS and how to integrate NOS explicitly into science content.

Subject Keywords

Nature of science, Pedagogical content knowledge, Pre service science teachers

URI

https://hdl.handle.net/11511/48805

DOI

https://doi.org/10.1016/j.sbspro.2011.12.088

Collections

Department of Mathematics and Science Education, Conference / Seminar

Suggestions

OpenMETU
Core

Delphi technique as a graduate course activity: Elementary science teachers' TPACK competencies Aydin, Gamze Cetinkaya; Evren, Enis; Atakan, Iskender; Şen, Mehmet; Yilmaz, Betul; Pirgon, Ece; Yesilyurt, Ezgi; Akillioglu, F. Caglin; Ebren, Ebru (EDP Sciences; 2015-06-07) This study aims to explore graduate science education students’ views of elementary science teachers’ TPACK competencies by employing a Delphi technique. 9 graduate science education students enrolled in a graduate course participated in the study. In the first round, participants were asked to list the competencies of an elementary science teacher with high level of TPACK and a total of 88 competencies were listed. In the second round, all participants investigated these competencies and eliminated the sim...
Pre-service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices Yerdelen-Damar, Sevda; Özdemir, Ömer Faruk; Unal, Cezmi (2015-10-01) This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices. Analysis of data showed that pre-service physics teachers' metacognitive knowledge about their content knowledge was quite satisfactory; however, their metacognitive know...
Pre-service science teachers' teaching self-efficacy: a case from Turkey ŞENLER, BURCU; Sungur, Semra (2010-10-31) The aim of this study is to determine pre-service science teachers’ teaching self-efficacy in terms of students engagement, instructional strategies, and classroom management. For the specified purpose, 1794 pre-service science teachers (876 males and 905 females) participated in the study. Results showed that pre-service science teachers have self-efficacy to use instructional strategies effectively and to manage classroom at higher levels than the efficacy to engage all students in learning.
Pre-Service Teachers’ Knowledge Regarding the Area of Triangle Durmaz, Asli Bilik; Işıksal Bostan, Mine (2022-04-01) The aim of this study is to investigate the knowledge of pre-service middle school mathematics teachers on possible misconceptions and difficulties held by students regarding the area of triangle. In line with this aim, qualitative case study research design was used to obtain deep information. As the participants of the study, two pre-service middle school teachers were chosen purposively. Data were collected from lesson plans, semi-structured interviews and observations of pre-service teachers’ related le...
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...

Citation Formats

K. Bilican, C. Öztekin, and J. Çakıroğlu, “Pre-service science teachers’ instructional planning for teaching nature of science: a multiple case study,” 2011, vol. 31, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/48805.