Interaction between experienced chemistry teachers' science teaching orientations and other components of pedagogical content knowledge in mixtures
Yazarlar (1)
| Makale Türü |
Özgün Makale
(Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale)
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| Dergi Adı | PQDT-Global | ||
| Makale Dili | – | Basım Tarihi | 01-2016 |
| Makale Linki | https://search.proquest.com/openview/147707eb1f18e4f2ec4bd090032ba378/1?pq-origsite=gscholar&cbl=2026366&diss=y | ||
| UAK Araştırma Alanları |
Kimya Eğitimi
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| Özet |
| The purpose of this study was twofold: The first one was to investigate all components of experienced chemistry teachers’ pedagogical content knowledge (PCK) which are science teaching orientations (STO), knowledge of learner, knowledge of curriculum, knowledge of instructional strategy and knowledge of assessment, and the second one was to examine the interactions between their science teaching orientations and the other components of PCK. Two experienced chemistry teachers participated in the study and the data were collected in mixtures unit through interviews, classroom observations and field notes. Results indicated that participants held teacher-focused beliefs about science teaching and learning. Moreover, their beliefs about the goals or purposes of science teaching was highly effected from nationwide examinations. None of the participants emphasized the aspects of the nature of science … |
| Anahtar Kelimeler |
