Impact of Content Knowledge on Pedagogical Content Knowledge in the Context of Cell Division

Şen, Mehmet Emin; Öztekin, Ceren; Demırdöğen, Betül

doi:10.1080/1046560x.2018.1425819

Cited by 11 publications

(9 citation statements)

References 32 publications

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“…According to Carlson and Daehler (2019), curriculum knowledge of teachers refers to their familiarity with arranging lessons in a way to improve students' comprehension, their mindfulness of categories of assessment and skills for effective teaching. Again, Şen, Öztekin and Demirdöğen (2018) intimate that curricular knowledge comprises teachers' understanding of the objectives in the curriculum, their familiarity with the topics they teach and their knowledge of students' understandings to recognize the problems their students may encounter. They consider curricular knowledge as teachers' cognizance of specific curricular programs about the topic they teach.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Curriculum Knowledge in Teaching Christian Religious Studies among Senior High Schools of the Greater Accra Region of Ghana

Mensah¹,

Owusu²

2022

EAJESS

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The study sought to investigate on teachers’ curriculum knowledge in teaching Christian Religious Studies among Senior High Schools of the Greater Accra Region of Ghana. The population of the study was CRS teachers in Senior high schools in the Greater Accra Region of Ghana. Through census sampling approach, all teachers of CRS were involved in filling the questionnaire. Analysis of data was done through descriptive statistics. The study established that teachers of CRS had high knowledge about the rationale of teaching CRS. It was also found that teachers of CRS had high knowledge of the aims of teaching CRS. It is therefore recommended that Universities that are mandated to train teachers of CRS in Ghana should include courses like curriculum studies in CRS emphasis, the rationale (philosophy and logic) and aims for the subject. This would ensure that teachers who teach CRS have adequate knowledge and the rationale and aims for teaching the subject. The Ghana Education Service (GES) in collaboration with the National Council for Curriculum and Assessment (NaCCA) should organise regular in-service trainings for the teachers of CRS.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Curriculum Knowledge in Teaching Christian Religious Studies among Senior High Schools of the Greater Accra Region of Ghana

Mensah¹,

Owusu²

2022

EAJESS

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“…With respect to perception, all teachers considered assessment as a tool for eliciting students' prior knowledge. Similarity between teachers might be explained by teachers' teaching science based on a national science curriculum (Sen, Oztekin & Demirdogen, 2018), which has spiral nature, and curriculum is one of the factors affecting teachers' assessment decisions (Tomanek, Talanquer & Novodvorsky, 2008). However, perceiving assessment as a way to reveal students' misconceptions was only observed in education major teachers.…”

Section: Discussionmentioning

confidence: 99%

Does Teacher Education Matter? Comparison of Education and Science Major Teachers’ Assessment Literacy

Demırdöğen¹,

Korkut²

2021

EJER

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The purpose of this study was to investigate science teachers' assessment literacy having different majors (education versus science) and compare those teachers' assessment literacy. A multiple-case study, one of the qualitative research designs, was utilized to fulfill the aim. Four science teachers, two from each major, who were teaching at public schools during the 2017-2018 semesters, participated in the study. Preinterviews, observations, post-interviews, and documents were used as data collection tools during the investigation. Content analysis was conducted using science teachers' assessment literacy model that exists in the literature. The findings of the study revealed that science teachers were similar and different from each other with respect to several dimensions of assessment literacy, which are views about learning, assessment purposes, assessment strategies, what to assess, and assessment interpretation. Recommendations for science education research and implications for science teacher education are provided.

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“…In the current literature, there have been studies that investigate the relation between CK and PCK (Childs & McNicholl, 2007;Kaya, 2009;Kaya et al 2021;Käpylä et al 2009;Kind, 2009a;Rollnick et al 2008;Sanders et al, 1993;Şen et al, 2018), the outcomes of these studies are contradictory. For instance, Kaya (2009) conducted a quantitative research with 216 pre-service teachers and found that participants with good CK tended to have rich PCK.…”

Section: Literature Reviewmentioning

confidence: 99%

Interaction between pre-service chemistry teachers pedagogical content knowledge and content knowledge in electrochemistry

Alemdar¹,

Boz²

2022

JPR

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Impact of Content Knowledge on Pedagogical Content Knowledge in the Context of Cell Division

Cited by 11 publications

References 32 publications

Teachers’ Curriculum Knowledge in Teaching Christian Religious Studies among Senior High Schools of the Greater Accra Region of Ghana

Teachers’ Curriculum Knowledge in Teaching Christian Religious Studies among Senior High Schools of the Greater Accra Region of Ghana

Does Teacher Education Matter? Comparison of Education and Science Major Teachers’ Assessment Literacy

Interaction between pre-service chemistry teachers pedagogical content knowledge and content knowledge in electrochemistry

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