Revealing the Development of Interaction among Components of Pedagogical Content Knowledge in Teaching Chemical Equilibrium

Autor/inn/en	Oztay, Elif Selcan; Ekiz-Kiran, Betul; Boz, Yezdan
Titel	Revealing the Development of Interaction among Components of Pedagogical Content Knowledge in Teaching Chemical Equilibrium
Quelle	In: Chemistry Education Research and Practice, 24 (2023) 2, S.624-636 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oztay, Elif Selcan) ORCID (Ekiz-Kiran, Betul) ORCID (Boz, Yezdan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1039/d2rp00159d
Schlagwörter	Preservice Teachers; Science Teachers; Chemistry; Pedagogical Content Knowledge; Scientific Concepts; Knowledge Level; Teaching Methods; Foreign Countries; Observation; Cooperating Teachers; Grade 11; Secondary School Science; High Schools; Turkey + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Pädagogische Kompetenz; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Beobachtung; Co-operation; Cooperation; Kooperation; School year 11; 11. Schuljahr; Schuljahr 11; High school; Oberschule; Türkei
Abstract	This study aimed to capture the development of interaction among the components of pre-service chemistry teachers' enacted PCK throughout the school experience course. Data were collected from four pre-service teachers using content representation (CoRe), observations, field notes, and semi-structured interviews. Secondary analysis was conducted by re-analyzing the pre-existing data for the previous study (Ekiz-Kiran B., Boz Y. and Oztay E. S., (2021), Development of pre-service teachers' pedagogical content knowledge through a PCK-based school experience course, Chem. Educ. Res. Pract., 22(2), 415-430.) from a different perspective to find out the interaction among the components of pre-service chemistry teachers' enacted PCK. In order to analyze data, we used three approaches: an in-depth analysis of explicit PCK, an enumerative approach, and the constant comparative method. Results were presented as PCK maps, and results indicated that the development of the integration of the PCK components was idiosyncratic. Moreover, the most significant development was seen in the connections between knowledge of curriculum and other components, especially knowledge of assessment. Additionally, knowledge of instructional strategy (KoIS) was the most frequently integrated component with the other PCK components. Implications for research and science teacher education are included. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01