Investigation of science teachers' topic-specific pedagogical content knowledge regarding climate, weather and seasons: from the dual perspective

Download

10452316.pdf

Date

2022-2-10

Author

Sağbilge, Kübra

Metadata

Show full item record

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

Item Usage Stats

702
views

377
downloads

This study aimed to investigate experienced science teachers’ subject matter knowledge (SMK) containing syntactic and substantive knowledge and pedagogical content knowledge (PCK) regarding the seasons, weather and climate addressing the dual perspective. In this single case study, three science teachers who worked on public schools constituted the sample. Data were gathered via pre-interview, post-interview, classroom observations and teacher documents. Findings regarding teachers’ substantive knowledge indicated that they were knowledgeable about the basic concepts of seasons, weather and climate compared to climate change, global warming and greenhouse effect. Their syntactic knowledge, however, were found as deficient. Teachers’ PCK regarding science teaching orientations were found as teaching curriculum objectives and preparing students to high school entrance exam. They were aware of all objectives, horizontal relations, and vertical relations in curriculum. The concept of dual perspective also was mentioned as affective goals; in various degrees, they addressed informing students about environmental problems, and being action competent citizens toward preventing these problems (i.e., dual perspective as an objective). They were knowledgeable regarding students’ prerequisite knowledge, and they noticed the some of students’ learning difficulties and misconceptions, but many have preferred teacher-centered methods to overcome them. Their knowledge of instructional strategies and assessment were generally limited to traditional methods. A professional development program should be designed to improve in-service teachers' PCK in which substantive knowledge is handled together with syntactic knowledge including seasons, weather and climate topic. Besides, teachers should be directed to raise students to become action competent citizens on behalf of the society.

Subject Keywords

Pedagogical content knowledge, Subject matter knowledge, Dual perspective, Experienced science teachers, Climate, weather and seasons

URI

https://hdl.handle.net/11511/96350

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

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...
Investigation of pre service science teachers perceptions related to pedagogical knowledge and pedagogical content knowledge Güler, Fulden; Aksu, Meral; Department of Educational Sciences (2015) The purpose of the present study was to investigate the pre service science teachers’ perceptions related to science teaching. Within this scope, participants’ perceptions related to their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate the effect of gender and level of achievement on participants’ perceptions regarding PK and PCK. 176 fourth year pre service science teachers from three state universities of Ankara participated in th...
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...
Development of pre-service chemistry teachers' pedagogical content knowledge for nature of science : an intervention study Demirdöğen, Betül; Kondakçı, Esen; Köseoğlu, Fitnat; Department of Secondary Science and Mathematics Education (2012) The purpose of this study was to delve into the complexities of development of preservice chemistry teachers’ science teaching orientation, knowledge of learner, knowledge of instructional strategies, and knowledge of assessment during Pedagogical Content Knowledge (PCK) for Nature of Science (NOS) instruction. Thirty pre-service chemistry teachers enrolled Research in Science Education course participated to the study. Case study, one of the qualitative research methods, was used as research design. PCK fo...
Prospective chemistry teachers awareness of students alternative conceptions Boz, Nihat; Boz, Yezdan (2011-01-01) The aim of this study is to investigate prospective chemistry teachers' awareness of students' alternative conceptions, one of the components of pedagogical content knowledge, regarding the particulate nature of matter. An open-ended questionnaire was distributed to a class of 22 prospective teachers. In addition, semi-structured interviews were carried out with five students chosen according to their responses in the questionnaire. The questionnaire and interview results suggested that the majority of pros...

Citation Formats

K. Sağbilge, “Investigation of science teachers’ topic-specific pedagogical content knowledge regarding climate, weather and seasons: from the dual perspective,” M.S. - Master of Science, Middle East Technical University, 2022.