How can we understand the interaction of PCK components of a science teacher?

2018-06-28
Çaylak, Burak
Çakıroğlu, Jale
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The aim of this study was to investigate the interactions of a science teacher’s Pedagogical Content Knowledge (PCK) components. To attain the aim of this study, two PCK frameworks were used as analytic and conceptual framework. Firstly, Magnusson, Klajcik, and Borko’s (1999) PCK model was utilized to determine the participant teacher’s PCK and its components. Secondly, Park and Chen’s (2012) PCK mapping approach was used to construct interaction maps. This study included a case study with a science teacher who taught 7th grade simple machine topics to gifted students. Moreover, the data were collected with semi-structured interviews and observations. After data analyzing, an alternative interaction mapping approach was constructed by using the teacher’s interactions of PCK components. The teacher utilized a similar teaching pattern during the teaching of the simple machines and sub-topics. the teacher used both basic interactions such as KoIS-KoA, KoL-KoIS, and complex interactions such as (KoL-KoC-KoIS). Keywords: Interaction mapping approach, pedagogical content knowledge, science teacher, simple machines
https://www.erpacongress.com/upload/dosya/erpa_2018_e_book_of_abstracts_with-isbn_15bc88410a4099.pdf
https://hdl.handle.net/11511/77356
International Congresses on Education (ERPA 2018)
Department of Mathematics and Science Education, Conference / Seminar

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Citation Formats
B. Çaylak and J. Çakıroğlu, “How can we understand the interaction of PCK components of a science teacher?,” presented at the International Congresses on Education (ERPA 2018), İstanbul, Türkiye, 2018, Accessed: 00, 2021. [Online]. Available: https://www.erpacongress.com/upload/dosya/erpa_2018_e_book_of_abstracts_with-isbn_15bc88410a4099.pdf.
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