EXPLORING THE PRE-SERVICE SCIENCE TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE AND CLASSROOM TEACHING PRACTICES
The purpose of this study is to explore the pre-service science teachers’ (PST’) Pedagogical Content Knowledge (PCK) and Classroom Teaching Practices (CTP) involving the topic of Renewable Energy Sources (RES). In thıs study, pedagogical content knowledge ıs consist of four categories: Specific to t...
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
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Fırat University
2019
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| Acceso en línea: | https://doaj.org/article/2c70a386e94d4932854d64aa308ace57 |
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| Sumario: | The purpose of this study is to explore the pre-service science teachers’ (PST’) Pedagogical Content Knowledge (PCK) and Classroom Teaching Practices (CTP) involving the topic of Renewable Energy Sources (RES). In thıs study, pedagogical content knowledge ıs consist of four categories: Specific to the topic of renewable energy, 1-Knowledge of Science Curriculum, 2- Knowledge of Areas of Student Dificulty, 3- Knowledge of Instructional Strategies, 4-Knowledge of Assessment. 10 (7 female, 3 male) Pre-service Science Teachers in their fourth grade during 2014-2015 academic years participated in the study. The Content Representations (CoRes) and semi-structured individual interviews test were used to determine PSTs’ PCK in the topic of RES. Besides, Reformed Teaching Observation Protocol (RTOP), observation notes and video recording were used to determine PSTs’ classroom teaching practices. The content analysis method was used for the data analysis. The results showed that the PSTs’ PCK and CTP were inadequate in the topic of RES. In the two components of pedagogical content knowledge of pre-services science teacher; 1-knowledge of science curriculum and 2- knowledge of assessment. were inadequate. Also, data related to the PSTs’ teaching practices in the elementary school science classrooms indicated the following success rates as percentage: %39 for the lesson design and implementation, %47 for the content, %39,5 for the procedural knowledge, % 44,5 for the communicative interactions and %67 for the student/teacher relationships for the topic of RES. |
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