A study on science teachers' pedagogical content knowledge and content knowledge regarding cell division
Tez Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Math and Science Education, Türkiye
Tez Danışmanı: Ceren Öztekin
Tezin Onay Tarihi: 2014
Tezin Dili: İngilizce
Özet:
This study attempted to investigate in-service science teachers’ content
knowledge including substantive and syntactic structures and pedagogical content
knowledge regarding cell division. Data were collected from three experienced
science teachers (two males and one female) teaching cell division in 8th grade level
in private middle schools through pre-interviews, observations, post-interviews and
teacher documents in this multiple case study.
Participants were found to have lack of knowledge in nature of science
referring syntactic structures and they had lack of substantive knowledge in
association between cell division and genetics as substantive structures. Moreover,
participants could not pass to the process category in cell division terms showing that
teachers might have problems in teaching cell division topics. Participants’ findings
about PCK revealed that science teachers’ orientation towards science was based on
the transmission of curricular objectives referring subject matter goals. Regarding
knowledge of curriculum; although science teachers was aware the curricular
objectives and could link vertical and horizontal relations, they presented advance
level knowledge violating curriculum. Furthermore, science teachers could recognize
students’ misconceptions; however, they had insufficient knowledge to eliminate
misconceptions. This is because science teachers’ lack of knowledge about instructional strategies. Moreover, science teachers had lack of knowledge about
alternative assessment technics regarding knowledge of assessments.
It is suggested to prepare and conduct professional development programs for
in-service teachers including NOS integration for cell division teaching, substantive
content knowledge connecting cell division and genetics. Suggested professional
development programs should also focus on changing teacher orientation from
transmission of knowledge to the student centered orientations. It is also
recommended to focus on constructivist teaching approaches and alternative
assessment techniques in professional development program.