Interactions between the Science Teaching Orientations and Components of Pedagogical Content Knowledge of In-Service Chemistry Teachers

Autor/inn/en	Ekiz-Kiran, Betul; Boz, Yezdan
Titel	Interactions between the Science Teaching Orientations and Components of Pedagogical Content Knowledge of In-Service Chemistry Teachers
Quelle	In: Chemistry Education Research and Practice, 21 (2020) 1, S.95-112 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ekiz-Kiran, Betul) ORCID (Boz, Yezdan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
Schlagwörter	Science Teachers; Pedagogical Content Knowledge; Chemistry; Experienced Teachers; Correlation; Science Curriculum; Beliefs; Science Instruction; Public Schools; High School Teachers; Grade 10; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Chemie; Korrelation; Belief; Glaube; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Public school; Öffentliche Schule; High school; High schools; Oberschule; Ausland; Türkei
Abstract	The purpose of this study was to examine the interactions between in-service chemistry teachers' science teaching orientations and other components of their pedagogical content knowledge (PCK). Two experienced chemistry teachers participated in this study. Data were collected through interviews, classroom observations, and field notes as the participants taught the mixtures unit. The results indicated that the participants held solid foundation purposes, in which students use science to be successful in their exams or next classes, along with everyday coping and correct explanations purposes. When participants' correct explanations and solid foundation purposes interacted together with the same PCK component, solid foundation appeared to be the reason for their correct explanations purpose. The teaching strategies that teachers preferred to use interacted with their solid foundation and correct explanations purposes, and the participants altered curricula only if they believed it would lead students to achieve better scores on examinations. Participants' beliefs about science teaching and learning indicated aspects of teacher-focused beliefs that prevent teachers from focusing on students' prerequisite knowledge, learning difficulties, and misconceptions. These beliefs interacted with all the sub-components of knowledge of instructional strategies. In addition, there was an interaction between knowledge of curricula and beliefs about science teaching and learning for participants that were more knowledgeable about the curriculum. Moreover, what the teachers assessed was related to their correct explanations and everyday coping beliefs, while the way they assessed was related to their solid foundation beliefs. Last, none of the participants emphasised the aspects of the nature of science during their instruction. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01