Scale development for pre-service mathematics teachers’ perceptions related to their pedagogical content knowledge

Bukova-Güzel, Esra; Günhan, Berna Cantürk; Kula, Semiha; Özgür, Zekiye; Elçí, Aysun Nüket

doi:10.15700/saje.v33n2a690

“…In these studies, data collection tools such as interviews, observations, and documents were generally used together. In 14 studies (11,12,14,22,24,25,34,35,37,41,50,52,53,56), a single tool was used to collect data concerning PCK.…”

Section: The General Methodological Features Of Pck Studies In the Fimentioning

confidence: 99%

Analysis of Pedagogical Content Knowledge Studies in the Context of Mathematics Education in Turkey: A Meta-Synthesis Study

Şimşek¹,

Boz

²

2016

EDUC SCI-THEOR PRACT

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Studies that explore pedagogical content knowledge (PCK) in the field of mathematics education date back to the turn of the century in Turkey. In recent years, studies on PCK have gained momentum. Master' s theses and doctoral dissertations have been written on PCK. In this context, there is a need to analyze the studies on PCK in Turkey to discover the dominant trends and to determine the gaps in the field. Understanding the current situation is important and essential for researchers in this field. Thus, this study analyzes PCK studies in the field of mathematics education in Turkey by using the meta-synthesis approach. As part of this study, 56 studies, which include 24 dissertations, 27 articles, and five proceedings all published between 2004 and 2015, have been analyzed. These studies were analyzed thematically and methodologically. Analyses of these works revealed that most of the studies had concentrated on determining the existing PCK of teacher candidates and that the most extensively studied PCK components were knowledge about students and knowledge of teaching strategies and representations. In addition it was found that qualitative approach was dominant methodology of these studies and algebra was the mostly studied mathematical context.

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“…The STEM disciplines (science, technology, engineering, and mathematics), Shulman's model of PCK, and theoretical knowledge were used as a basis for the STEMPCK Scale, and items were written based on extensive review of the literature (e.g., Aksu et al, 2014;Bukova-Güzel et al, 2013;Brenneman, 2011;Campbell et al, 2010;Enochs et al, 2000;Faber et al, 2013;Kelleys & Knowles, 2016;Kiray, 2016;Kloosterman & Stage, 1992;Koehler et al, 2011;Önal, 2016;Ryang, 2014;Schmidt et al, 2009;Unfried et al, 2015;Viiri, 2003;Yusof et al, 2012) and interviews. The results of the varimax analyses shaped the factors in the STEMPCK Scale.…”

Section: Discussionmentioning

confidence: 99%

Untitled

2019

JSTE

2

0

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The aim of this study was to develop the STEM Pedagogical Content Knowledge Scale (STEMPCK Scale). Exploratory and confirmatory factor analyses were conducted to examine the structural validity of the scale. Exploratory factor analysis of the scale was conducted using data from 443 preservice teachers who were studying to become science teachers, preschool teachers, elementary school teachers, and mathematics teachers. The confirmatory factor analysis of the scale was conducted using data from 212 students who were enrolled in the same departments. The scale was administered to 655 preservice teachers in total. To determine the reliability of the scale, the Cronbach's Alpha internal consistency coefficient, the corrected total item correlation, and the significance of the differences between the item averages of the top 27% and bottom 27% were examined by t-test. According to the results obtained, the STEMPCK Scale consists of six factors: 21st-Century Skills, Pedagogical Knowledge, Mathematics, Science, Engineering, and Technology. The scale included 56 items. The Cronbach's Alpha values of the factors ranged from 0.878 to 0.90, and the corrected item total score correlations ranged from 0.306 to 0.895. The results of the t-test showed that all the differences between the mean scores of the top 27% and bottom 27% on the items were significant. The results of the analyses indicate that the instrument has reasonable internal consistency and that the theoretical structure was supported by empirical data. These results indicate that the STEMPCK Scale is an appropriate tool for measuring preservice teachers' STEM pedagogical content knowledge. Implications and suggestions for further studies are included.

show abstract

“…The STEM disciplines (science, technology, engineering, and mathematics), Shulman's model of PCK, and theoretical knowledge were used as a basis for the STEMPCK Scale, and items were written based on extensive review of the literature (e.g., Aksu et al, 2014;Bukova-Güzel et al, 2013;Brenneman, 2011;Campbell et al, 2010;Enochs et al, 2000;Faber et al, 2013;Kelleys & Knowles, 2016;Kiray, 2016;Kloosterman & Stage, 1992;Koehler et al, 2011;Önal, 2016;Ryang, 2014;Schmidt et al, 2009;Unfried et al, 2015;Viiri, 2003;Yusof et al, 2012) Additionally, based on the confirmatory factor analysis results, the CFI, GFI, IFI, NFI, and AGFI values were higher than 0.90, indicating that model-data fit was high (Hooper et al, 2008;Sümer, 2000). In addition, the SRMR and RMSEA values (0.043 and 0.034, respectively) were less than 0.05, indicating that model-data fit was high (Anderson & Gerbing, 1984;Hooper et al, 2008;Jöreskog & Sörbom, 1993;Sümer, 2000;Hu & Bentler, 1999).…”

Section: Discussionmentioning

confidence: 99%

“…Before the scale was developed, an extensive review of the literature was conducted. This literature review included studies focused on the STEM disciplines; teaching the STEM disciplines; and scales to determine teachers' PCK, technological PCK, and engineering PCK (e.g., Aksu, Metin, & Konyalıoğlu, 2014;Bukova-Güzel et al, 2013;Brenneman, 2011;Campbell, Abd-Hamid, & Chapman, 2010;Enochs, Smith, & Huinker, 2000;Faber et al, 2013;Halim, Mohd Meerah, Zakaria, Syed Abdullah, & Tambychik, 2012;Kelleys & Knowles, 2016;Kiray, 2016;Kloosterman & Stage, 1992;Koehler et al, 2011;Önal, 2016;Ryang, 2014;Schmidt et al, 2009;Unfried, Faber, Stanhope, & Wiebe, 2015;Viiri, 2003;Yıldırım & Selvi, 2015, Yusof et al, 2012.…”

Section: Development Of the Stempck Scalementioning

confidence: 99%

“…This knowledge includes different components including knowledge of concepts (including principles and definitions), theories, ideas, organizational frameworks, knowledge of evidence and proof, and the knowledge construction process (Shulman, 1986). Teachers who have strong knowledge and skills in the STEM disciplines can easily integrate STEM education into practice and develop effective STEM teaching strategies (Abell, 2007;Ball et al, 2008;Bukova-Güzel, Cantürk-Günhan, Kula, Özgür, & Elçí, 2013;Nadelson et al, 2012;PCAST, 2010). Teachers' effectiveness in teaching STEM subjects is related to their competence in the individual subjects (Eckman et al, 2016;C.…”

mentioning

confidence: 99%

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STEM Pedagogical Content Knowledge Scale (STEMPCK): A Validity and Reliability Study

Yıldırım¹,

Topalcengiz²

2018

JSTE

8

0

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The aim of this study was to develop the STEM Pedagogical Content Knowledge Scale (STEMPCK Scale). Exploratory and confirmatory factor analyses were conducted to examine the structural validity of the scale. Exploratory factor analysis of the scale was conducted using data from 443 preservice teachers who were studying to become science teachers, preschool teachers, elementary school teachers, and mathematics teachers. The confirmatory factor analysis of the scale was conducted using data from 212 students who were enrolled in the same departments. The scale was administered to 655 preservice teachers in total. To determine the reliability of the scale, the Cronbach's Alpha internal consistency coefficient, the corrected total item correlation, and the significance of the differences between the item averages of the top 27% and bottom 27% were examined by t-test. According to the results obtained, the STEMPCK Scale consists of six factors: 21st-Century Skills, Pedagogical Knowledge, Mathematics, Science, Engineering, and Technology. The scale included 56 items. The Cronbach's Alpha values of the factors ranged from 0.878 to 0.90, and the corrected item total score correlations ranged from 0.306 to 0.895. The results of the t-test showed that all the differences between the mean scores of the top 27% and bottom 27% on the items were significant. The results of the analyses indicate that the instrument has reasonable internal consistency and that the theoretical structure was supported by empirical data. These results indicate that the STEMPCK Scale is an appropriate tool for measuring preservice teachers' STEM pedagogical content knowledge. Implications and suggestions for further studies are included.Scientific and technological progress requires workers to have different skills than in the past. In addition to foundational skills like literacy and numeracy, they need competencies such as problem solving, critical thinking, creativity, and collaboration and character qualities such as curiosity. To teach the skills that meet the needs of a 21st-century marketplace, countries have made reforms in their educational systems (Drew, 2011). Science, technology, engineering, and mathematics (STEM) lie at the heart of these reform movements. Through the integration of science, technology, engineering, and mathematics, students would be able to study the challenges that arise in today's world such as energy shortages, environmental problems, and health problems (Bybee, 2010). Students fully equipped with STEM knowledge will be able to identify, apply, and integrate its concepts to understand complex problems and generate solutions to solve those

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Scale development for pre-service mathematics teachers’ perceptions related to their pedagogical content knowledge

Cited by 14 publications

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Analysis of Pedagogical Content Knowledge Studies in the Context of Mathematics Education in Turkey: A Meta-Synthesis Study

Analysis of Pedagogical Content Knowledge Studies in the Context of Mathematics Education in Turkey: A Meta-Synthesis Study

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STEM Pedagogical Content Knowledge Scale (STEMPCK): A Validity and Reliability Study

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