The Topic-Specific Nature of Experienced Chemistry Teachers' Pedagogical Content Knowledge in the Topics of Interactions between Chemical Species and States of Matter

Autor/inn/en	Gencer, Sinem; Akkus, Huseyin
Titel	The Topic-Specific Nature of Experienced Chemistry Teachers' Pedagogical Content Knowledge in the Topics of Interactions between Chemical Species and States of Matter
Quelle	In: Chemistry Education Research and Practice, 22 (2021) 2, S.498-512 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gencer, Sinem) ORCID (Akkus, Huseyin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
Schlagwörter	Science Teachers; Experienced Teachers; Pedagogical Content Knowledge; Knowledge Level; Chemistry; Science Instruction; Teaching Methods; Scientific Concepts; High School Teachers; Teacher Attitudes; Science Curriculum + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Wissensbasis; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Oberschule; Lehrerverhalten
Abstract	This study aims to determine the topic-specific nature of two experienced chemistry teachers' pedagogical content knowledge (PCK) in the topics of interactions between chemical species and states of matter. The teachers' PCK on these topics was investigated in terms of the following components: orientations toward science teaching (OST), knowledge of curriculum (KoC), knowledge of instructional strategies (KoIS), knowledge of learner (KoL), and knowledge of assessment (KoA). Data for the study were collected over five months using multiple data collection tools, including semi-structured interviews, observations, card-sorting activity, and field notes. PCK is identified in the literature as a topic-specific knowledge. Similarly, chemistry teachers' PCKs in this study were found to be topic-specific in the topics of interactions between chemical species and states of matter. However, it was seen that some dimensions of the PCK components were not topic-specific. The results indicated that one of the participants' OST was topic-specific, while the other's was not topic-specific. Further, it was determined that the participants focused on abstract nature in the topic of interactions between chemical species, but they focused on daily life examples in the topic of states of matter. To overcome the students' difficulties and misconceptions, the participants highlighted abstract nature in the topic of interactions between chemical species and familiar examples in the topic of states of matter. Their KoC differed in terms of relations with other disciplines and curriculum sequence across the topics. Lastly, it was found that the participants' KoAs consisted of general pedagogical knowledge for both topics. In the light of the results of this study, implications are stated and suggestions on improving the understanding of the topic-specific nature of PCK are provided for in-service chemistry education, pre-service chemistry teacher education, and chemistry education researchers. (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