Interaction between experienced chemistry teachers' science teaching orientations and other components of pedagogical content knowledge in mixtures

Tezin Türü: Doktora

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik Ve Fen Alanları Eğitimi Bölümü, Türkiye

Tezin Onay Tarihi: 2016


Danışman: YEZDAN BOZ


The purpose of this study was twofold: The first one was to investigate all components of experienced chemistry teachers’ pedagogical content knowledge (PCK) which are science teaching orientations (STO), knowledge of learner, knowledge of curriculum, knowledge of instructional strategy and knowledge of assessment, and the second one was to examine the interactions between their science teaching orientations and the other components of PCK. Two experienced chemistry teachers participated in the study and the data were collected in mixtures unit through interviews, classroom observations and field notes. Results indicated that participants held teacher-focused beliefs about science teaching and learning. Moreover, their beliefs about the goals or purposes of science teaching was highly effected from nationwide examinations. None of the participants emphasized the aspects of the nature of science during the instruction due to the reality of nationwide examinations, time limitation and their ongoing habits. Beliefs about the goals or purposes of science teaching interacted with knowledge of learner and knowledge of assessment the most and knowledge of curriculum the least. Beliefs about science teaching and learning mostly interacted with knowledge of instructional strategies. Knowledge of assessment was the component of PCK that interacted the least with beliefs about science teaching and learning. Specially designed professional development programs should focus more on teachers’ beliefs to manifest their STO which directs teachers’ classroom practice. Moreover, in these programs alternative instructional methods and assessment techniques should be introduced to teachers in order to support them to develop more integrated PCK for teaching in an effective way. By this way, experienced in-service teachers may adopt reform-based practices easier.