To What Extent Are Science Teachers Ready to Teach Sustainable Development? A Case Study for Two Experienced Teachers Pedagogical Content Concerns

Date

2017-05-21

Author

Öztekin, Ceren

Metadata

Show full item record

Item Usage Stats

184
views

0
downloads

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 subject-matter knowledge, lack of school support and high school entrance exam. On the other hand, teachers’ PCK suggested that their orientation was based on increasing students’ awareness to social issues. Teachers did not provide detailed information about SD’s place and activities in program regarding their knowledge of curriculum. Teachers reported that students are not ready to learn SD because of lack of prerequisite knowledge in SD about knowledge of students’ understandings. Teachers adopted student-centered activities like field trip in knowledge of instructional strategies. Likewise, their knowledge of assessment was based on alternative assessment technics as project based assessment. Discussion and implications will be discussed.

Subject Keywords

Sustainable development, Pedagogical content knowledge, Pedagogical content concern

URI

https://hdl.handle.net/11511/71971
http://www.erpacongress.com/upload/dosya/book-of-abstracts_vs6-6-2017_withISBN.pdf

Conference Name

ERPA International Congresses on Education (18-21 May 2017)

Collections

Department of Mathematics and Science Education, Conference / Seminar

Suggestions

OpenMETU
Core

Experienced science teachers’ subject matter knowledge and pedagogical content knowledge regarding biogeochemical cycles in the context of education for sustainable development Yılmaz Yendi, Bahar; Öztekin, Ceren; Department of Elementary Education (2019) 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. ...
Interaction among Contextual Knowledge and Pedagogical Content Knowledge: Sociocultural Perspective Şen, Mehmet; Öztekin, Ceren (Turkish Education Association, 2019-01-01) 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' conte...
Middle school mathematics teachers' pedagogical content knowledge in relation to statistical reasoning Gokce, Rukiye; Kazak, Sibel (2017-01-01) To investigate middle school mathematics teachers' pedagogical content knowledge (PCK) with regard to statistical reasoning, an interview protocol was developed and used with nine teachers. This paper focuses on one of the problems in this interview protocol (Basketball problem) to illustrate teachers PCK in relation to four components: big ideas, student responses, student difficulties, and instructional intervention. Our analyses showed that levels of teachers' PCK varied in each component. Teachers had d...
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...
Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes Towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge Yerdelen-Damar, Sevda; Boz, Yezdan; Aydin-Gunbatar, Sevgi (2017-08-01) This study examined the relations of preservice science teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences. The participants of study were 665 elementary preservice science teachers (467 fema...

Citation Formats

C. Öztekin, “To What Extent Are Science Teachers Ready to Teach Sustainable Development? A Case Study for Two Experienced Teachers Pedagogical Content Concerns,” Budapest, Hungary, 2017, p. 118, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/71971.