scholarly journals Evidence of the Development of Pedagogical Content Knowledge Related to Chemical Bonding during a Course for Preservice Chemistry Teachers

2020 ◽  
Vol 10 (1) ◽  
pp. 59-81
Author(s):  
Roko Vladušić ◽  
Robert Bucat ◽  
Mia Ožić
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Chemical Bonding ◽  
Chemistry Education ◽  
Teaching Practice ◽  
Alternative Conceptions ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Chemistry Instruction

The impression that many preservice chemistry teachers demonstrate issues in the application of their pedagogical content knowledge in teaching practice, especially in the area of fundamental chemistry topics, served as motivation for changes to the Chemistry Education 2 course curriculum. In order to stimulate pedagogical content knowledge, the course has been changed in the following areas: intending learning outcomes, the language of chemistry instruction, awareness of “Johnstone’s triangle” of operations, and common alternative conceptions. To obtain evidence of preservice teachers’ in-practice pedagogical content knowledge about chemical bonding, especially pedagogical content knowledge related to the revised areas of the Chemistry Education 2 course, we designed and conducted a case study based on detailed monitoring of one preservice teacher’s pre-teaching, teaching and teaching evaluation activities. The findings demonstrate evidence of growth of the preservice teacher’s pedagogical content knowledge of chemical bonding, with particular characteristics indicating that the source of this growth is almost certainly the revised Chemistry Education 2 curriculum.

scholarly journals KNOWLEDGE OF ASSESSMENT: AN IMPORTANT COMPONENT IN THE PCK OF CHEMISTRY TEACHERS

2014 ◽  
Vol 62 (1) ◽  
pp. 124-147
Author(s):  
Marina Miyuko Akutagawa Tacoshi ◽  
Carmen Fernandez
Keyword(s):  
General Education ◽  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Content Knowledge ◽  
Learning Process ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Structured Interviews ◽  
Chemistry Teachers ◽  
Pedagogical Content

Assessment of learning plays a central role in the teaching-learning process, and it has been extensively investigated due to the recognized necessity of adjusting didactic models to the new curricula and social demands. The knowledge of assessment is considered one of the components of pedagogical content knowledge (PCK) by some authors and for other authors is considered one component of the knowledge base for teaching. It is also recognized the strong link between knowledge of the educational ends, goals, purposes and values and the knowledge of assessment procedures. In this work, results focused on ten chemistry teachers are presented with the main goal of assessing and describing the knowledge of assessment practices and its close relationship with the purposes and educational aims. The results of the current study are based on semi-structured interviews, schools’ educational projects, questionnaires, evaluations and teacher lesson plans. The data suggest that there exists an inconsistency in the discourse regarding general education and chemistry education. Although the discourse at all levels, including educational projects, planning and interviews, can be considered as innovative, in actual practice we observed a strong tendency toward the teacher-centered approach and summative assessment. The results show that, in general, the investigated chemistry teachers lack the intrinsic knowledge to elaborate questions that assess students´ higher-order thinking, to use assessment results to improve teaching and learning, to inform planning, and ultimately, to perform assessments for learning that regulate and promote the learning process, in line with their own beliefs regarding the objectives of chemical education. As a result, we can infer problems in other PCK components of these teachers. Keywords: assessment, chemistry teacher education, knowledge base of teaching, pedagogical content knowledge.

Exploring the complexity of teaching: the interaction between teacher self-regulation and pedagogical content knowledge

2017 ◽  
Vol 18 (1) ◽  
pp. 250-270 ◽  
Author(s):  
Esen Uzuntiryaki-Kondakci ◽  
Betül Demirdöğen ◽  
Fatma Nur Akın ◽  
Aysegul Tarkin ◽  
Sevgi Aydın-Günbatar
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practice ◽  
Self Regulation ◽  
Teacher Education Programs ◽  
Structured Interviews ◽  
Design Data ◽  
Pedagogical Content ◽  
Video Recordings

This study combined two important frameworks—teacher self-regulation and pedagogical content knowledge (PCK)—to reveal whether they were related to each other. To fulfill this aim, researchers utilized a case-study design. Data were collected from five preservice chemistry teachers through semi-structured interviews, lesson plans in the form of content representations, and video recordings of teaching practice. Both deductive and inductive analyses were used to analyze the data. Results indicated that preservice teachers utilized different PCK components in each self-regulation phase. They were good at regulating their teaching when they had developed PCK components. Especially, a lack of subject matter knowledge accounted for ineffective self-regulation in teaching. The findings of this study imply that teacher education programs should provide meaningful opportunities to preservice teachers for improving both their self-regulation for teaching and PCK.

Development of pre-service chemistry teachers’ technological pedagogical content knowledge

2018 ◽  
Vol 19 (1) ◽  
pp. 167-183 ◽  
Author(s):  
Ayla Cetin-Dindar ◽  
Yezdan Boz ◽  
Demet Yildiran Sonmez ◽  
Nilgun Demirci Celep
Keyword(s):  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Alternative Conceptions ◽  
Significant Variable ◽  
Data Logging ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Material Development

In this study, a mixed-method design was employed to investigate pre-service chemistry teachers’ Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and technological. The 17 pre-service chemistry teachers who enrolled in the Instructional Technology and Material Development course participated in the study for one semester. The purpose of this course was to learn how to integrate simulations, animations, instructional games, data-logging, virtual labs and virtual field trips into chemistry instruction considering factors such as chemistry subjects and students’ possible alternative conceptions or their previous chemistry knowledge. A survey and interviews were used to gather data on the pre-service chemistry teachers’ TPACK framework both before and after the semester. A mixed between-within subjects analysis of variance was conducted to examine the differences in the pre-service teachers’ TPACK at two time periods considering also the gender factor. For the qualitative data, deductive analysis based on existing codes and categories was applied. The quantitative and qualitative findings of this study revealed that the pre-service chemistry teachers’ TPACK improved partially on some components. In addition, based on these findings, gender was not found to be a significant variable in technology integration. For further development in the TPACK framework, more context related technology applications in a learning and teaching environment are needed.

The topic-specific nature of experienced chemistry teachers’ pedagogical content knowledge in the topics of interactions between chemical species and states of matter

2021 ◽  
Vol 22 (2) ◽  
pp. 498-512
Author(s):  
Sinem Gencer ◽  
Huseyin Akkus
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Chemistry Education ◽  
Chemical Species ◽  
Card Sorting ◽  
Structured Interviews ◽  
Specific Nature ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Multiple Data

This study aims to determine the topic-specific nature of two experienced chemistry teachers’ pedagogical content knowledge (PCK) in the topics of interactions between chemical species and states of matter. The teachers’ PCK on these topics was investigated in terms of the following components: orientations toward science teaching (OST), knowledge of curriculum (KoC), knowledge of instructional strategies (KoIS), knowledge of learner (KoL), and knowledge of assessment (KoA). Data for the study were collected over five months using multiple data collection tools, including semi-structured interviews, observations, card-sorting activity, and field notes. PCK is identified in the literature as a topic-specific knowledge. Similarly, chemistry teachers’ PCKs in this study were found to be topic-specific in the topics of interactions between chemical species and states of matter. However, it was seen that some dimensions of the PCK components were not topic-specific. The results indicated that one of the participants’ OST was topic-specific, while the other's was not topic-specific. Further, it was determined that the participants focused on abstract nature in the topic of interactions between chemical species, but they focused on daily life examples in the topic of states of matter. To overcome the students’ difficulties and misconceptions, the participants highlighted abstract nature in the topic of interactions between chemical species and familiar examples in the topic of states of matter. Their KoC differed in terms of relations with other disciplines and curriculum sequence across the topics. Lastly, it was found that the participants’ KoAs consisted of general pedagogical knowledge for both topics. In the light of the results of this study, implications are stated and suggestions on improving the understanding of the topic-specific nature of PCK are provided for in-service chemistry education, pre-service chemistry teacher education, and chemistry education researchers.

scholarly journals EXAMINING PROSPECTIVE TEACHERS’ BELIEF AND PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS TEACHING PRACTICE IN MATHEMATICS CLASS: A CASE STUDY

2019 ◽  
Vol 10 (2) ◽  
pp. 185-202 ◽  
Author(s):  
Muhtarom Muhtarom ◽  
Dwi Juniati ◽  
Tatag Yuli Eko Siswono
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Pedagogical Content ◽  
Good Communication ◽  
Good Communication Skill ◽  
Two Factors ◽  
The Relationship

Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research.

Sign in / Sign up

Export Citation Format

Share Document