Revealing the development of interaction among components of pedagogical content knowledge in teaching chemical equilibrium
Yazarlar (3)
Öztay Elif Selcan Van Yüzüncü Yıl Üniversitesi, Türkiye
Doç. Dr. Betül EKİZ KIRAN Tokat Gaziosmanpaşa Üniversitesi, Türkiye
Yezdan Boz Orta Doğu Teknik Üniversitesi, Türkiye
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Özgün Makale
(SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale)
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| Dergi Adı | Chemistry Education Research and Practice (Q1) | ||
| Dergi ISSN | 1109-4028 Wos Dergi Scopus Dergi | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | Türkçe | Basım Tarihi | 01-2023 |
| Cilt / Sayı / Sayfa | 24 / 2 / 624–636 | DOI | 10.1039/D2RP00159D |
| Makale Linki | https://hdl.handle.net/11511/102453 | ||
| Özet |
| This study aimed to capture the development of interaction among the components of pre-service chemistry teachers’ enacted PCK throughout the school experience course. Data were collected from four pre-service teachers using content representation (CoRe), observations, field notes, and semi-structured interviews. Secondary analysis was conducted by re-analyzing the pre-existing data for the previous study (Ekiz-Kiran B., Boz Y. and Oztay E. S., (2021), Development of pre-service teachers’ pedagogical content knowledge through a PCK-based school experience course, Chem. Educ. Res. Pract., 22(2), 415–430.) from a different perspective to find out the interaction among the components of pre-service chemistry teachers’ enacted PCK. In order to analyze data, we used three approaches: an in-depth analysis of explicit PCK, an enumerative approach, and the constant comparative method. Results were … |
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BM Sürdürülebilir Kalkınma Amaçları
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| Google Scholar | 6 |
| Web of Science | 5 |