Knowledge of assessment is a component of pedagogical content knowledge and a teacher's understanding about what to assess in a topic and how to assess it. The aim of this research is to examine the knowledge of assessment of four experienced chemistry teachers in the context of physical and chemical changes. This qualitative research was conducted according to the case study model. The participants were assigned purposively through the criterion sampling technique. Data analysis was performed in the light of content analysis and the data were collected via observation, interview, lesson plan and exam questions. At the end of the research, it was found that the participants' knowledge of assessment were in favor of traditional assessment techniques although the chemistry curriculum inclined them to the alternative assessment techniques. They preferred using questions in open-ended, multiple choice, true-false, multiple choice types. Accordingly, it can be suggested that the experienced chemistry teachers should be more aware of alternative assessment techniques through in-service education programs.

Pedagogical content knowledge (PCK) is a teachers' knowledge about teaching something and has different sub-components. One of them is knowledge of the curriculum which is also the focus of this research. The purpose of this research is to examine the experienced chemistry teachers' knowledge of curriculum in the context of ninth grade chemistry curriculum. The research was designed according to the case study model and participants were four experienced chemistry teachers with different teaching experiences. Data were collected through observation, interview, and lesson plans and then analyzed according to the content analysis. At the end of the research, it can be said that the participants were partially aware of the philosophy of the ninth-grade chemistry curriculum. Half of them expressed that the aim of the curriculum was establishing a relationship between daily life and chemistry concepts while the rest of them perceived the philosophy as an entrance to chemistry. Additionally, when the participants were asked to determine the acquisitions and explanations of physical and chemical changes (PCC) topic, only one teacher has written the acquisition placed in the chemistry curriculum of the ninth class. Two of the teachers have written an acquisition instead of taking the curriculum into consideration. At last, with the aim of deciding what extent the participants' teaching of PCC represented the acquisitions which they wrote to the lesson plans, participants were observed. It can be conveniently said that the participants performed in the light of these acquisitions and objectives.

Bu çalışmada, Laboratuvar Yönetimi dersi alan kimya öğretmen adaylarının dönem boyunca gerçekleştirdikleri ders anlatımları ışığında dönem sonunda laboratuvarda öğrenmenin sağlanmasında en yararlı, öğretmenin uygulaması açısından en elverişli olduğunu düşündükleri, en fazla tercih edecekleri laboratuvar öğretim strateji ve yaklaşımlarının neler olduğu ve hangi ölçütleri dikkate alarak bu tercihleri yaptıklarının belirlenmesi amaçlanmıştır. Nitel araştırma yöntemlerinden durum çalışması modeline göre gerçekleştirilen çalışma on üç kimya öğretmen adayı ile gerçekleştirilmiştir. Öğretmen adaylarının dönem başlangıcında bir kimya konusunda hazırladıkları ders planında tercih ettikleri öğretim strateji ve yaklaşımları belirlenmiştir. Ardından sunuş, buluş ve problem çözme stratejileri ile Tahmin Et-Gözle-Açıkla (TGA) ve Science Writing Heuristic (SWH) yaklaşımlarına ilişkin görüşleri görüş formu ve yarıyıl sonu sınavı yolu ile belirlenmiştir. Çalışma sonunda öğretmen adaylarının genel olarak tercihlerini uygulamanın kolay oluşuna göre yaptıkları sonucuna ulaşılmıştır. Öğretmen adayları tercihlerini yaparken öğrencinin aktif olması, konuya uygun olma, zamanı verimli kullanma, sınıf seviyesine uygunluk ve uygulamanın kolaylığını dikkate aldıkları belirlenmiştir. Dönem sonunda öğretim stratejileri bilgilerinde gelişme olduğu sonucuna ulaşılmıştır.

Prospective chemistry teachers' transformation of their theoretical knowledge into practice regarding the misconceptions in high school chemistry subjects. Trakya Journal of Education, 11(3),

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