A Case Study of Beginning Science Teachers' Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey

Autor/inn/en	Usak, Muhammet; Ozden, Mustafa; Eilks, Ingo
Titel	A Case Study of Beginning Science Teachers' Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey
Quelle	In: European Journal of Teacher Education, 34 (2011) 4, S.407-429 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2011.592977
Schlagwörter	Student Teachers; Chemistry; Foreign Countries; Pedagogical Content Knowledge; Misconceptions; Knowledge Base for Teaching; Case Studies; Beliefs; Scientific Attitudes; Student Teacher Attitudes; Secondary School Science; Interviews; Teaching Methods; Teacher Competency Testing; Educational Strategies; Turkey + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Chemie; Ausland; Pädagogische Kompetenz; Missverständnis; Teaching theory; Theory of teaching; Unterrichtstheorie; Case study; Fallstudie; Case Study; Belief; Glaube; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Türkei
Abstract	This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which used the research literature on potential student misconceptions with regard to different aspects of chemical reactions. Thirty beginning science student teachers were tested, with an additional eight interviews from the student teachers in the same sample. The interviews focused on student teachers' views about how to best teach chemical reactions in lower secondary chemistry classes. The results revealed deficits in the subject matter knowledge of the student teachers. It also became obvious that the teachers in this sample held very traditional and teacher-centred beliefs when it came to chemistry teaching at the secondary level. Their teaching attitudes were geared mainly towards the acquisition of facts by pupils, and often ignored the development of process-oriented skills. Implications for science teacher education are discussed. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10