The Nature of Integration among PCK Components: A Case Study of Two Experienced Chemistry Teachers

Autor/inn/en	Aydin, Sevgi; Boz, Yezdan
Titel	The Nature of Integration among PCK Components: A Case Study of Two Experienced Chemistry Teachers
Quelle	In: Chemistry Education Research and Practice, 14 (2013) 4, S.615-624 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C3RP00095H
Schlagwörter	Pedagogical Content Knowledge; Science Instruction; Case Studies; Science Teachers; Chemistry; Experienced Teachers; Qualitative Research; Preservice Teacher Education; Inservice Teacher Education; Teacher Education Programs; Data Analysis; Educational Strategies; Learning Problems; Misconceptions; Secondary School Teachers; Secondary School Science; Grade 11; Integrated Curriculum; Foreign Countries; Observation; Semi Structured Interviews; Turkey + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Qualitative Forschung; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Auswertung; Lehrstrategie; Lernproblem; Missverständnis; School year 11; 11. Schuljahr; Schuljahr 11; Ausland; Beobachtung; Türkei
Abstract	In this qualitative case study, we examined the nature of integration among pedagogical content knowledge (PCK) components. To attain the goal, two experienced chemistry teachers' teaching redox reactions and electrochemical cells was observed. The data were collected through card-sorting activity, content representation (CoRe) tool, observation, and interviews. The data analysis included three steps, namely; in-depth analysis, enumerative approach, and constant-comparative methods. Results reveal that knowledge of learner and instructional strategy components were central in the integrations. However, knowledge of assessment and curriculum were less effective in shaping teachers' teaching. Additionally, the integrations were specific to topic taught. More coherent integration was observed in both teachers' teaching electrochemical cells topic. With the quantification of PCK integration, this study provides an opportunity to discriminate integrations regarding their type, quality, and strength. Implications for both pre- and in-service teacher education programs were suggested. (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	2020/1/01