INVESTIGATING PRE-SERVICE SCIENCE TEACHERS’ CLASSROOM PERFORMANCE IN THE CONTEXT OF PEDAGOGIC CONTENT KNOWLEDGE

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Pedagogical Content Knowledge (PCK) is believed to have a complex structure that is affected by numerous factors and examining components of PCK in a period of time instead of researching a specific subject has been recognized as an important issue. Therefore, this study attempts to determine the components of PCK pre-service science teachers possess and exhibit during their teaching practice. In the study, 6 pre-service science teachers participated. Data collection tools were lesson plans and reflective journals. The content analysis was applied to gathered data. Main themes that emerged from the study were knowledge of instructions of teaching and knowledge of assessment. Lesson plans showed that participants attempt to utilize many instructional strategies regardless of the subject and all chosen strategies were based on the constructivist approach. Content knowledge declared in lesson plans was determined to be pedantic and no experience was encountered in journals related to content. It was seen pre-service science teachers had difficulty identifying what students know as well as what they need to know and in transforming concepts into the one students can understand. It is suggested for pre-service teachers to use content represantations (CoRe) in order to provide in-depth thinking on PCK components. Besides it is suggested for future researchers to investigate the reasons why pre-service science teachers hold to traditional methods in spite of taking various classes on active learning during their undergraduate study.

1590

Pedagogic content knowledge , science education , pre , service teachers , reflective journals

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi