Interaction Between Science Teaching Orientation and Pedagogical Content Knowledge Components

Demırdöğen, Betül

doi:10.1007/s10972-016-9472-5

Cited by 29 publications

(36 citation statements)

References 39 publications

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“…It can be inferred that her broad and non-specific view of orientations may inhibit the interactions between orientations and the other components. Several studies also provided consistent findings about the fact that teachers' science teaching orientations might inhibit the interactions among PCK components (Friedrichsen et al, 2009;Park & Chen, 2012;Aydin & Boz, 2013;Aydin et al, 2015;Demirdöğen, 2016). In addition to the ambiguity of the novice teacher's orientations towards science, Betül mostly had didactic science teaching orientation which shaped her instructional decisions and implementation of them.…”

Section: Discussionmentioning

confidence: 82%

The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers

Akin

Uzuntiryaki-Kondakçı

2018

Chem. Educ. Res. Pract.

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We examined the interactions among pedagogical content knowledge (PCK) components of novice and experienced chemistry teachers in teaching reaction rate and chemical equilibrium topics in this qualitative multiple-case design study. For this aim, three chemistry teachers who had different levels of teaching experience in chemistry teaching were selected through a process of purposeful sampling. Multiple types of data were gathered through more than two months. In order to collect and triangulate data, a card-sorting activity, a Content Representation (CoRe) tool, semi-structured interviews, observation of instruction, and field notes were utilized. Data were analyzed through three approaches: in-depth analysis of explicit PCK, the enumerative approach, and constant comparative methods. The results revealed eight characteristics of the interactions of the PCK components: (a) the novice teacher's orientations towards science, in contrast to the experienced teachers’, were more broad and non-specific, which impeded the interactions among the components, (b) the interplay of the PCK components was idiosyncratic and topic specific, (c) the novice teacher's PCK maps were fragmented while the experienced teachers’ PCK maps were integrated, (d) the experienced teachers, in contrast to the novice teacher, interacted more than two PCK components in most of their teaching fragments, (e) knowledge of learner, knowledge of curriculum and knowledge of instructional strategies were central in the interplays of all teacher maps, (f) the experienced teachers were more successful than the novice teacher in translating their knowledge into practice in terms of the integration among PCK components, (g) teacher self-efficacy appeared to play a role in their use of PCK components and constructing interactions among them, and (h) all teachers taught the same topics with similar lesson plans and the same instructional materials; however, they differed in terms of how they connect the PCK components. Implications and suggestions for teacher education and science education research are presented.

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Section: Discussionmentioning

confidence: 82%

The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers

Akin

Uzuntiryaki-Kondakçı

2018

Chem. Educ. Res. Pract.

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“…It was determined that the factors that facilitate or impede their teaching practices are primarily mentor teachers at the co-operating schools and the science education program accompanying teachers. It may be stated that prospective early childhood teachers' understandings on scientific knowledge and the scientific method may vary based on their teaching experiences and what orientations they have in teaching NOS [36].…”

Section: Theoretical Framework and Relevant Literaturementioning

confidence: 99%

“…The cognitive and affective characteristics of teachers as well as the contextual limiters mentioned in this case are also effective. As noted earlier, the orientation of teachers' beliefs about teaching NOS has an important role in their classroom practices towards NOS [36]. This is because it may be stated that teachers who do not believe that they can change students' NOS understandings perform science teaching mostly based on science content knowledge, and thus, they do not consider NOS learning outcomes as teaching objectives.…”

Section: Introductionmentioning

confidence: 99%

Prospective Early Childhood Teachers' Understandings on the Nature of Science in Terms of Scientific Knowledge and Scientific Method

Duruk¹,

Akgün²,

Tokur³

2019

ujer

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The purpose of this study was to explore the understandings of prospective early childhood teachers on scientific knowledge and scientific method. The study was interpretive in nature. The data were collected through various open-ended questions with subsequent auxiliary ones directed towards ten participants during a combination of in-depth focus group interviews and getting peer feedbacks in this process. Conversations and discussions among the participants were tracked on a tape recorder during the sessions and translated verbatim. The study focused on convenience and criterion sampling. As a criterion, academic achievement (accumulated GDA's) was considered, and the participants were assigned to the final sample this way. The data were analyzed in accordance with the conceptual framework of Marshall and Rossman [1] using an analytical task of qualitative approach. All data that were described, categorized and related to each other in the analysis are given in categories as well as emergent codes. Views of the participants were related to each other in an interpretive manner. Based on the results, the implications and the directions for further study are discussed.

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“…Teacher preparation program is one of the ways to improve pre-service science teachers' understanding of NOS. The program needs to help pre-service teachers retain appropriate conceptions of nature of science, increase their confidence and improve their abilities to effectively deliver science instruction to their school practicum and future by taking into account the teaching skills (Bell et al, 2016;Özer et al, 2019;Demirdöğen, 2016;Ertmer & Ottenbreit-Leftwich, 2010;Rofe et al, 2016). The program is not only focused on content knowledge but also pedagogical decisions.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Nature Of Science: An Empirical Report on the Teacher Development Program in Thailand

Prachagool

Nuangchalerm

2019

JPII

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Nature of Science (NOS) is a basic of understandings on how science concerns human lives and social development. If the nature of science is lost in science education and its implementation, the concept of science learning is failed in science education philosophy. Pre-service teachers are the initial vital factors to introduce and implement NOS for their future students. This study investigates understandings of nature of the science of pre-service science teachers from bachelor study in science education program. Participants were 121 preservice science teachers who enrolled in the second semester in the academic year 2017 from a university in the northeast of Thailand. Questionnaires via Google Forms were used for data collection. Descriptive statistics and qualitative data were provided. Data were analyzed and grouped by level of understandings of NOS. A correlation was also studied for testing different beliefs. The findings indicated that NOS needs to be embedded in the curriculum and instruction to achieve the goal of science education. Further discussion and exploration are required for the enhancement of NOS through the teacher preparation program.

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Interaction Between Science Teaching Orientation and Pedagogical Content Knowledge Components

Cited by 29 publications

References 39 publications

The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers

The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers

Prospective Early Childhood Teachers' Understandings on the Nature of Science in Terms of Scientific Knowledge and Scientific Method

Investigating the Nature Of Science: An Empirical Report on the Teacher Development Program in Thailand

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