An Investigation of Primary School Teachers' PCK towards Science Subjects Using an Inquiry-Based Approach

Autor/inn/en	Alkis Küçükaydin, Mensure; Uluçinar Sagir, Safak
Titel	An Investigation of Primary School Teachers' PCK towards Science Subjects Using an Inquiry-Based Approach
Quelle	In: International Electronic Journal of Elementary Education, 9 (2016) 1, S.87-108 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Pedagogical Content Knowledge; Elementary School Teachers; Human Body; Science Instruction; Knowledge Level; Misconceptions; Scientific Concepts; Teacher Competencies; Teaching Methods; Inquiry; Classroom Environment; Cognitive Ability; Parents; Qualitative Research; Grade 4; Case Studies; Interviews; Observation; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Menschlicher Körper; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wissensbasis; Missverständnis; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Denkfähigkeit; Eltern; Qualitative Forschung; School year 04; 4. Schuljahr; Schuljahr 04; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Ausland; Türkei
Abstract	In this study, the pedagogical content knowledge (PCK) of four experienced primary school teachers was investigated within the "Let's Solve the Riddle of Our Body Unit". The PCK investigation adopted a learning approach based on inquiry, content representation and pedagogical and professional-experience repertoires (PaP-eRs), and interview forms were used as data collection tools. During the course of the research, the findings obtained from observations made during a total of 18 course hours formed the basic data source of the study. According to the results of the study, in which descriptive and content analysis were used concurrently, primary school teachers lack subject matter knowledge, do not interrogate the pre-knowledge of students and some misconceptions exist regarding about blood moves and exercise with pulse. Additionally, some deficiencies were detected in the curriculum, i.e., it offers non-inquisitional knowledge. Furthermore, teachers employee assessment methods with traditional teaching methods and techniques. In the context of an inquiry-based learning approach, teachers appeared to believe that classroom activities were adversely affected by the physical conditions (class size, lack of laboratory etc.), students' cognitive levels and parent profiles. The result of this study revealed that PCK components affect one another. The PCK findings pertaining to primary school teachers as it concerns the unit are briefly discussed and some suggestions about the development of PCK are submitted. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01