Pre-service chemistry teachers' pedagogical content knowledge of the nature of science in the particle nature of matter

Bektaş, Oktay; Ekiz, Betül; Tüysüz, Mustafa; Alemdar, Melek; Tarkın, Ayşegül; Uzuntiryaki-Kondakçı, Esen

doi:10.1039/c3rp20177e

Cited by 19 publications

(20 citation statements)

References 40 publications

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“…The researcher analyzed preservice science teachers' written responses under three themes: knowledge of the learner (misconceptions and sources of misconceptions), knowledge of instructional strategies, and knowledge of assessment. Also, PSTs' responses to the open-ended questions were analyzed to construct coding categories suggested in the study of Bektas et al (2013). Discussion process for the data analysis was executed with the one expert in science education and researcher and expert reached a consensus on the analysis of data.…”

Section: Discussionmentioning

confidence: 99%

“…Open ended questions were formed by modifying the questions in the study of Bektas et al (2013). Questions were controlled by two science education expert to ensure internal validity and arranged their suggestions.…”

Section: Data Collection Instrumentsmentioning

confidence: 99%

“…PCK is accepted as a domain specific by some researchers (Bektas, Ekiz, Tuysuz, Kutucu, Tarkin, & Uzuntiryaki-Kondakci, 2013;Halim, & Meerah, 2002;Jüttner et al 2013;Van Driel, De Jong, & Verloop, 2002). For instance, teaching the light and sound for physics, cells for biology, and solutions for chemistry concepts need the different use of teachers' knowledge for the instructional strategies.…”

Section: Introductionmentioning

confidence: 99%

“…For instance, teaching the light and sound for physics, cells for biology, and solutions for chemistry concepts need the different use of teachers' knowledge for the instructional strategies. In the same way, teachers use their knowledge in a different way while teaching the mole concept and teaching acid and bases in the chemistry courses (Bektas, et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Pre-Service Science Teachers’ Pedagogical Content Knowledge in The Physics, Chemistry, and Biology Topics

Bektaş¹

2015

EJPE

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This study investigated pre-service science teachers' pedagogical content knowledge in the physics, chemistry, and biology topics. These topics were the light and sound, the physical and chemical changes, and reproduction, growth, and evolution. Qualitative research design was utilized. Data were collected from 33 pre-service science teachers (PSTs) by using open-ended questions. Data analysis was performed using descriptive analysis. The results indicated that some PCTs have sufficient information in terms of knowledge of learners in the abovementioned topics. Ten PSTs mentioned that students have some misconceptions (e.g. light is a matter) in the light and sound. In the same way 17 PSTs stated that secondary school students have misconceptions (e.g. melting of was is a chemical change) in the chemistry topic. Also, seven participant wrote that students have misconceptions regarding biology topic (e.g. growth and evolution is the same). Moreover, some PSTs did not have sufficient information regarding instructional strategies and knowledge of assessment in these topics. Many of them stated that they use traditional instruction to overcome misconceptions on these topics. Likewise, many of them mentioned that they use open ended questions to determine these misconceptions. Implications for science teacher education are also presented.

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Section: Discussionmentioning

confidence: 99%

Section: Data Collection Instrumentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Pre-Service Science Teachers’ Pedagogical Content Knowledge in The Physics, Chemistry, and Biology Topics

Bektaş¹

2015

EJPE

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“…Loughran, Berry y Mulhall (2012): teoría de partículas, reacciones química, fuerzas y circuitos eléctricos.• Aydin y Boz (2013): reacciones químicas de oxidación-reducción y pilas electroquímicas • Bektas et al (2013)…”

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El conocimiento didáctico del contenido en ciencias: estado de la cuestión

2017

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RESUMEN En este artículo se lleva a cabo una revisión descriptiva de la literatura que permite dar a conocer qué es el Conocimiento Didáctico del Contenido -CDC- en ciencias y qué se ha investigado sobre el mismo. En concreto, se analiza: a) cómo se define, qué características tiene y cómo se ha determinado en los profesores; b) su relación con el conocimiento de la materia a enseñar y con el aprendizaje de los estudiantes; c) cómo se ha utilizado en la formación y evaluación del profesorado; y d) en qué temas científicos se ha estudiado. Se concluye que el CDC se perfila como una herramienta fundamental para mejorar la calidad de la formación del profesorado.

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Nature of Science in Science Education: An Integrated View

Níaz

2015

Chemistry Education and Contributions From History and Philosophy of Science

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Pre-service chemistry teachers' pedagogical content knowledge of the nature of science in the particle nature of matter

Cited by 19 publications

References 40 publications

Pre-Service Science Teachers’ Pedagogical Content Knowledge in The Physics, Chemistry, and Biology Topics

Pre-Service Science Teachers’ Pedagogical Content Knowledge in The Physics, Chemistry, and Biology Topics

El conocimiento didáctico del contenido en ciencias: estado de la cuestión

Nature of Science in Science Education: An Integrated View

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