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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Autor principal:	Didem KARAKAYA CIRIT
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	pedagogical content knowledge, renewable energy, content representations, pre service science teache Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/2c70a386e94d4932854d64aa308ace57
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spelling	oai:doaj.org-article:2c70a386e94d4932854d64aa308ace572021-11-24T09:20:43ZEXPLORING THE PRE-SERVICE SCIENCE TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE AND CLASSROOM TEACHING PRACTICES2148-416310.9761/JASSS7428https://doaj.org/article/2c70a386e94d4932854d64aa308ace572019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=1790493012_4-Yrd.%20Do%C3%A7.%20Dr.%20Didem%20Karakaya%20Cirit.pdf&key=28620https://doaj.org/toc/2148-4163The 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.Didem KARAKAYA CIRITFırat Universityarticlepedagogical content knowledge, renewable energy, content representations, preservice science teacheSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 10, Iss 63, Pp 51-68 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	pedagogical content knowledge, renewable energy, content representations, pre service science teache Social Sciences H Social sciences (General) H1-99
spellingShingle	pedagogical content knowledge, renewable energy, content representations, pre service science teache Social Sciences H Social sciences (General) H1-99 Didem KARAKAYA CIRIT EXPLORING THE PRE-SERVICE SCIENCE TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE AND CLASSROOM TEACHING PRACTICES
description	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.
format	article
author	Didem KARAKAYA CIRIT
author_facet	Didem KARAKAYA CIRIT
author_sort	Didem KARAKAYA CIRIT
title	EXPLORING THE PRE-SERVICE SCIENCE TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE AND CLASSROOM TEACHING PRACTICES
title_short	EXPLORING THE PRE-SERVICE SCIENCE TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE AND CLASSROOM TEACHING PRACTICES
title_full	EXPLORING THE PRE-SERVICE SCIENCE TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE AND CLASSROOM TEACHING PRACTICES
title_fullStr	EXPLORING THE PRE-SERVICE SCIENCE TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE AND CLASSROOM TEACHING PRACTICES
title_full_unstemmed	EXPLORING THE PRE-SERVICE SCIENCE TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE AND CLASSROOM TEACHING PRACTICES
title_sort	exploring the pre-service science teachers’ pedagogical content knowledge and classroom teaching practices
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/2c70a386e94d4932854d64aa308ace57
work_keys_str_mv	AT didemkarakayacirit exploringthepreservicescienceteacherspedagogicalcontentknowledgeandclassroomteachingpractices
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EXPLORING THE PRE-SERVICE SCIENCE TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE AND CLASSROOM TEACHING PRACTICES

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