Exploring the Effects of Preschool Teachers’ Epistemological Beliefs on Content-Based Pedagogical Conceptualizations and PCK Integrations towards Science Teaching

Kutluca, Ali Yiğit; Mercan, Nilay

doi:10.30935/scimath/11661

Cited by 11 publications

(4 citation statements)

References 95 publications

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“…In the interviews, participants shared their experiences to support their views about pursuing use of ICTs for teaching science. One participant whose views indicated low CK (Kutluca & Mercan, 2022) and TCK for integration of ICT by admitting that in some instances in class s/he did not know how to pose useful questions to students said: "I will love to use ICTs. For example, when I was doing my practical teaching, we had everything.…”

Section: Participants' Views About Pursuing the Use Of Icts For Teach...mentioning

confidence: 99%

Pre-service teachers’ self-concept and views toward using ICT for teaching science

Sintema

Jita

2022

EURASIA J Math Sci Tech Ed

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There is an increased demand to empower pre-service teachers (PSTs) with knowledge and skills regarding the use of information and communication technologies (ICTs) for teaching science.Using the technology acceptance model as theoretical lens, this paper explores the self-concept and views of PSTs in their final year of study regarding their competences to teach science with ICTs. A mixed methods design was used to collect data from 506 PSTs in two phases. In the first phase, all participants responded to a technological pedagogical and content knowledge questionnaire. In the second phase, semi-structured interviews were used to collect data from a subsample of 28 participants. Results showed that PSTs still underestimate their competences to teach science with ICTs and the majority believe that different school situations and lack of use of ICTs by mentor teachers contribute to failure to build on their competences. Findings also revealed that PSTs have the highest perceived knowledge in technological pedagogical knowledge (TPK) and lowest in technological knowledge. We suggest that PSTs have opportunities to develop their technological content knowledge (TCK) through self-directed learning for it to be on par with their TPK. A linear relationship in the development of PSTs' TCK and TPK would ensure improved instructional quality in science classrooms. This paper suggests different strategies to build PSTs' independency in the use of ICTs to teach sciences.

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Section: Participants' Views About Pursuing the Use Of Icts For Teach...mentioning

confidence: 99%

Pre-service teachers’ self-concept and views toward using ICT for teaching science

Sintema

Jita

2022

EURASIA J Math Sci Tech Ed

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“…Moreover, a robust correlation has been established between beliefs and their practical manifestations, particularly within educational contexts. Epistemological beliefs, constituting a foundational framework of assumptions regarding knowledge, represent an intricate and self-contained network of beliefs that can be nurtured (Kutluca & Mercan, 2022). It is crucial to note the complexity inherent in understanding beliefs (Sari et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

An Exploration of Secondary School Science Teacher’s Epistemological Belief in Malang

Safitri,

Purwaningsih,

Munfaridah

et al. 2024

J. Pendidik. Sains

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The objective of this study is to delve into the epistemological convictions of secondary school science teachers in Malang across various tenures, namely senior teachers, junior teachers, and pre-service teachers. Employing an explanatory sequential design model, the research employs a mixed-method approach. Quantitative data, gathered through the administration of the Scientific Epistemology Beliefs Questionnaire (n = 30), are complemented by qualitative insights drawn from interviews with teachers (n = 6) concerning their epistemological orientations. Descriptive statistics and qualitative analyses, utilizing an a priori coding technique aligned with the study's conceptual framework, were conducted on the interview data. Quantitative analysis reveals a parity in the level of epistemological beliefs among teachers. However, qualitative examination unveils nuanced distinctions: senior teachers demonstrate transitional epistemological beliefs, while junior teachers and pre-service teachers exhibit traditional and instructive orientations, respectively. These findings hold significance for the enhancement of teachers' professional development in Malang, particularly in the domain of science pedagogy.

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“…Researchers have also indicated that the teachers' PCKs have a much more complex structure from this perspective. Because of this reason, scholars (Gess-Newsome & Lederman, 1999;Kutluca & Mercan, 2022;Loughran et al, 2001) have suggested that more than a single method ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/…”

Section: Introductionmentioning

confidence: 99%

The Effects of Science Teachers' Pedagogical Content Knowledge on Students' Attitudes Toward Science and Their Achievement

Uşak

Uygun²,

Duran³

2022

JBSE

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Pedagogical content knowledge (PCK) is one of the most important research topics in science teacher education. The purpose of this study was to investigate the PCK of science teachers with different teaching experiences and examine the effects of teachers' PCK on students' achievement and attitudes toward science. A mixed methods research design was used for the study. Participants were science teachers and their students from two middle schools. Interviews, observation forms, achievement tests, and attitude scales were used as instruments for data collection. Data were collected and analyzed using content analysis, descriptive and inferential statistics. The findings obtained from the quantitative and qualitative data showed some significant differences between teachers' PCKs according to their teaching experience. The results also showed that the PCK of a teacher with the least experience was lower than that of the other two experienced science teachers. The results indicated that experienced teachers who developed PCKs did not significantly impact student achievement and attitudes. Educational implications and recommendations for further studies are also provided. Keywords: attitudes toward science, pedagogical content knowledge, science achievement, science teachers, teaching experience

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Exploring the Effects of Preschool Teachers’ Epistemological Beliefs on Content-Based Pedagogical Conceptualizations and PCK Integrations towards Science Teaching

Cited by 11 publications

References 95 publications

Pre-service teachers’ self-concept and views toward using ICT for teaching science

Pre-service teachers’ self-concept and views toward using ICT for teaching science

An Exploration of Secondary School Science Teacher’s Epistemological Belief in Malang

The Effects of Science Teachers' Pedagogical Content Knowledge on Students' Attitudes Toward Science and Their Achievement

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