Research Article
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Exploring Experienced Chemistry Teachers’ Science- Teaching Orientations (STOs) via a Card-Sorting Task: Physical-Chemical Change Topic Perspective

Year 2019, Volume: 4 Issue: 1, 15 - 26, 31.03.2019

Abstract

This research focused on the clarification of
science teacher orientations (STOs) as a component of pedagogical content
knowledge via a card-sorting task
containing seven scenarios concerning physical-chemical change topic (PCC)
developed by the authors. This research was designed according to the case
study model as a qualitative research method that’s why four experienced
chemistry teachers who taught in different high schools at ninth grade were
examined in their classes without any manipulations. The data were collected
through card sorting activity.
At the end of the research, it was concluded that
the experienced chemistry teachers held different science teaching
orientations.
It has also been determined that each teacher
adopts more than one orientation at the same time.
They
were in favor of student-centered orientations no matter they perform them in
practice. Clarifying experienced chemistry teachers’ science teaching
orientations with a single instrument cannot be sufficient, instead of it
different instruments should be used.

References

  • Aydın, S. (2012). Examination of chemistry teachers’ topic-specific nature of pedagogical content knowledge in electrochemistry and radioactivity (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
  • Boesforder, S. B. (2015). Using Teachers’ Choice of Representations to Understand the Translation of Their Orientation Toward Science Teaching to Their Practice. Electronic Journal of Science Education, 19(1), 1-20.
  • Cohen, L., Manion, L. and Morrison, K. (2007). Research methods in education. New York: Routledge.
  • Cohen, R. and Yarden, A. (2009). Experienced junior-high-school teachers’ PCK in light of a curriculum change: “The cell is to be studied longitudinally." Research in Science Education, 39(1), 131-155.
  • Creswell, J.W. (2013). Nitel araştırma yöntemleri: Beş yaklaşıma gore nitel araştırma ve araştırma deseni (3. Baskıdan Çeviri). (Çeviri Editörleri: M. Bütün &S.B.Demir). Ankara: Siyasal Yayın Dağıtım.
  • Demirdöğen, B. (2016). Interaction between science teaching orientation and pedagogical content knowledge components. Journal of Science Teacher Education, 27(5), 495–532.
  • Denzin, N. K. and Lincoln, Y. S. (Eds.). (2005). The Sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
  • Doyle, W. (1981). Research in classroom context. Journal of Teacher Education, 32(6), 3-6.
  • Friedrichsen, P. M. and Dana, T. M. (2003). Using a card-sorting task to elicit and clarify science teaching orientations. Journal of Science Teacher Education, 14(4), 291-309.
  • Friedrichsen, P. M. and Dana, T. M. (2005). Substantive-level theory of highly regarded secondary biology teachers’ science teaching orientations. Journal of Research in Science Teaching, 42(2), 218-244.
  • Friedrichsen, P., Van Driel, J. H. and Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95(2), 358 – 376.
  • Hewson, P. W. and Hewson, M. G. A’B. (1989). Analysis and use of a task for identifying conceptions of teaching science. Journal of Education for Teaching, 15(3), 191–209.
  • Keller, M. M., Neumann, K. and Fischer, H. E. (2017). The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest. Journal of Research in Science Teaching, 54(5), 586-614.
  • Ladachart, L. (2019). Correlation between understanding about nature of science and orientation to teaching science: An exploratory study with Thai first-year preservice biology teachers. Journal of Education in Science, Environment and Health (JESEH), 5(1), 134-145. DOI:10.21891/jeseh.512428.
  • Magnusson, S., Krajcik, J. and Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). Dordrecht, The Netherlands: Kluwer Academic.
  • Mansour, N. (2009). Science teachers’ beliefs and practices: issues, implications and research agenda. International Journal of Environmental & Science Education, 4(1), 25-48.
  • Mavuru, L. and Ramnarain, U. (2018). Relationship between Teaching Context and Teachers’ Orientations to Science Teaching, EURASIA Journal of Mathematics, Science and Technology Education, 14(8), 1-14.
  • Patton, M.Q. (2002). Qualitative research & evaluation methods. Thousand Oaks, CA: Sage Publications.
  • Putnam, R. T. and Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning. Educational Researcher, 29(1), 4-15.
  • Shulman, L. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Yıldız Feyzioğlu, E., Feyzioğlu, B. and Demirci, N. (2016). Aktif doğrudan veya yapılandırılmış buluş: fen bilimleri öğretmenlerinin fen öğretimi yönelimlerinin belirlenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(39), 150-173.
  • Üner, S. (2016). Kimya öğretmenlerinin pedagojik alan bilgisinin konuya özgü doğasının incelenmesi ve öğrencilerin öğretmenlerinin pedagojik alan bilgisine ilişkin algıları. (Yayımlanmamış Doktora Tezi), Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Yin, R. K. (2003). Case study research: design and methods (3rd ed.). Thousand Oaks, CA: Sage.
Year 2019, Volume: 4 Issue: 1, 15 - 26, 31.03.2019

Abstract

References

  • Aydın, S. (2012). Examination of chemistry teachers’ topic-specific nature of pedagogical content knowledge in electrochemistry and radioactivity (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
  • Boesforder, S. B. (2015). Using Teachers’ Choice of Representations to Understand the Translation of Their Orientation Toward Science Teaching to Their Practice. Electronic Journal of Science Education, 19(1), 1-20.
  • Cohen, L., Manion, L. and Morrison, K. (2007). Research methods in education. New York: Routledge.
  • Cohen, R. and Yarden, A. (2009). Experienced junior-high-school teachers’ PCK in light of a curriculum change: “The cell is to be studied longitudinally." Research in Science Education, 39(1), 131-155.
  • Creswell, J.W. (2013). Nitel araştırma yöntemleri: Beş yaklaşıma gore nitel araştırma ve araştırma deseni (3. Baskıdan Çeviri). (Çeviri Editörleri: M. Bütün &S.B.Demir). Ankara: Siyasal Yayın Dağıtım.
  • Demirdöğen, B. (2016). Interaction between science teaching orientation and pedagogical content knowledge components. Journal of Science Teacher Education, 27(5), 495–532.
  • Denzin, N. K. and Lincoln, Y. S. (Eds.). (2005). The Sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
  • Doyle, W. (1981). Research in classroom context. Journal of Teacher Education, 32(6), 3-6.
  • Friedrichsen, P. M. and Dana, T. M. (2003). Using a card-sorting task to elicit and clarify science teaching orientations. Journal of Science Teacher Education, 14(4), 291-309.
  • Friedrichsen, P. M. and Dana, T. M. (2005). Substantive-level theory of highly regarded secondary biology teachers’ science teaching orientations. Journal of Research in Science Teaching, 42(2), 218-244.
  • Friedrichsen, P., Van Driel, J. H. and Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95(2), 358 – 376.
  • Hewson, P. W. and Hewson, M. G. A’B. (1989). Analysis and use of a task for identifying conceptions of teaching science. Journal of Education for Teaching, 15(3), 191–209.
  • Keller, M. M., Neumann, K. and Fischer, H. E. (2017). The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest. Journal of Research in Science Teaching, 54(5), 586-614.
  • Ladachart, L. (2019). Correlation between understanding about nature of science and orientation to teaching science: An exploratory study with Thai first-year preservice biology teachers. Journal of Education in Science, Environment and Health (JESEH), 5(1), 134-145. DOI:10.21891/jeseh.512428.
  • Magnusson, S., Krajcik, J. and Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). Dordrecht, The Netherlands: Kluwer Academic.
  • Mansour, N. (2009). Science teachers’ beliefs and practices: issues, implications and research agenda. International Journal of Environmental & Science Education, 4(1), 25-48.
  • Mavuru, L. and Ramnarain, U. (2018). Relationship between Teaching Context and Teachers’ Orientations to Science Teaching, EURASIA Journal of Mathematics, Science and Technology Education, 14(8), 1-14.
  • Patton, M.Q. (2002). Qualitative research & evaluation methods. Thousand Oaks, CA: Sage Publications.
  • Putnam, R. T. and Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning. Educational Researcher, 29(1), 4-15.
  • Shulman, L. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Yıldız Feyzioğlu, E., Feyzioğlu, B. and Demirci, N. (2016). Aktif doğrudan veya yapılandırılmış buluş: fen bilimleri öğretmenlerinin fen öğretimi yönelimlerinin belirlenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(39), 150-173.
  • Üner, S. (2016). Kimya öğretmenlerinin pedagojik alan bilgisinin konuya özgü doğasının incelenmesi ve öğrencilerin öğretmenlerinin pedagojik alan bilgisine ilişkin algıları. (Yayımlanmamış Doktora Tezi), Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Yin, R. K. (2003). Case study research: design and methods (3rd ed.). Thousand Oaks, CA: Sage.
There are 23 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Ayşe Zeynep Şen This is me 0000-0002-1798-4048

Canan Nakiboğlu 0000-0002-7292-9690

Publication Date March 31, 2019
Submission Date March 22, 2019
Acceptance Date March 27, 2019
Published in Issue Year 2019 Volume: 4 Issue: 1

Cite

APA Şen, A. Z., & Nakiboğlu, C. (2019). Exploring Experienced Chemistry Teachers’ Science- Teaching Orientations (STOs) via a Card-Sorting Task: Physical-Chemical Change Topic Perspective. Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi, 4(1), 15-26.

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