Interactions among Topic-Specific Pedagogical Content Knowledge Components for Science Teachers: The Impact of Content Knowledge

2022-01-01
Şen, Mehmet
Demirdöğen, Betül
Öztekin, Ceren
This study investigated in what ways and to what extent the interactions between the components of pedagogical content knowledge (PCK) differ for junior high school science teachers with different levels of content knowledge. Data were collected from three science teachers through semi-structured interviews and classroom observations. The participants' content knowledge was analyzed based on inductive coding and the teachers were labeled as curriculum-led, content-expert, and content-novice. Interactions among PCK components were analyzed by making an in-depth analysis of explicit PCK. This included constructing PCK maps for each participant. Then, the constant comparative method was used to clarify differences in interactions among PCK components. Five assertions were proposed based on the differences among PCK interactions: (a) the curriculum-led teacher had the most integrated PCK map and the interactions were mainly reciprocal; (b) the most frequent interactions between knowledge of assessment and the other PCK components were observed in the content-expert teacher; (c) the most frequent interactions between knowledge of curriculum and the other PCK components were observed in the curriculum-led teacher's teaching; (d) the content-novice teacher's orientation interacted with the other PCK components more than in the other two participants' teaching; (e) the main ideas of the interactions among PCK components changed depending on the teachers' content knowledge. The findings are discussed and suggestions for researchers and teachers are provided.
JOURNAL OF SCIENCE TEACHER EDUCATION

Suggestions

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...
The nature and development of interaction among components of pedagogical content knowledge in practicum
Aydın, Sevgi; Demirdogen, Betul; Akın Çelebi, Fatma; Kondakçı, Esen; Tarkin, Aysegul (2015-02-01)
This secondary analysis study focused on how interactions among preservice teachers' pedagogical content knowledge (PCK) components developed throughout a 14-week CoRe-based mentoringenriched practicum course, and the nature of those interactions. Data were collected from three preservice teachers, information-rich cases, by the use of content representation (CoRe) and semi-structured interviews. Content analysis and the constant comparative method were employed in the data analysis. Results revealed that t...
Interaction between pre-service chemistry teachers’ pedagogical content knowledge and content knowledge in electrochemistry
Öztay, Elif Selcan; Boz, Yezdan (2022-3-01)
All rights reserved.The purpose of this study was to delve into the interaction between pre-service chemistry teachers‟ pedagogical content knowledge (PCK) and content knowledge (CK) while teaching electrochemistry. Two pre-service chemistry teachers enrolled in practice teaching course in chemistry education program participated in the study. All PCK components were included in the current study. Qualitative methodology was used and the participants were selected through purposeful sampling. Data were coll...
Examination of interaction between pre-service chemistry teachers’ pedagogical content knowledge and content knowledge in electrochemistry
Kutucu, Elif Selcan; Boz, Yezdan; Department of Secondary Science and Mathematics Education (2016)
The purpose of this study was to examine the interaction between pre-service chemistry teachers’ pedagogical content knowledge (PCK) and content knowledge (CK) while teaching electrochemistry. Two pre-service chemistry teachers enrolled in practice teaching course in chemistry education program. All PCK components were studied in the current study to examine participants’ PCK. In order to get detailed information and understand deeply the interaction between CK and PCK, qualitative methodology was used and ...
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...
Citation Formats
M. Şen, B. Demirdöğen, and C. Öztekin, “Interactions among Topic-Specific Pedagogical Content Knowledge Components for Science Teachers: The Impact of Content Knowledge,” JOURNAL OF SCIENCE TEACHER EDUCATION, pp. 0–0, 2022, Accessed: 00, 2022. [Online]. Available: https://hdl.handle.net/11511/96556.