Sosyobilimsel argümantasyona yönelik pedagojik alan bilgisi (PAB) bileşenlerinin etkileşimindeki değişimin incelenmesi: Deneyimlerin etkisi

Abstract

The purpose of this research is to examine how elementary teachers' learning and teaching experiences and seniority change pedagogical content knowledge (PCK) integrations for socioscientific argumentation. PCK Mapping, which is a pictorial methodology approach, was used to achieve these aims. This research is a multiple case study, which is one of the qualitative research patterns. In this study, which lasted for a total of 10 weeks, five elementary teachers were included in the learning and teaching process related to socioscientific argumentation and PCK. The data were collected from all participants through the lesson plan and PCK interview protocol at the beginning and end of the course. Data from these applications have been appropriately integrated and subcategorized according to PCK components. These data were analysed through in-depth analysis of explicit PCK, inductive method, enumerative approach, PCK mapping and the constant comparative method. The results revealed that experiences contributed in different ways to the integration of PCK for socioscientific argumentation. Experiences increased the importance of the knowledge of students’ understanding. Furthermore, it was determined that while this course less affected the elementary teachers with little professional experience, it more affected the elementary teachers with more professional experience. In view of socioscientific argumentation processes, seniority threshold can be mentioned in the change of the integration of PCK which has an idiosyncratic nature. The educational implications of these results, which have been discussed in the light of the existing literature, have been also mentioned.