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Sosyobilimsel argümantasyona yönelik pedagojik alan bilgisi (PAB) bileşenlerinin etkileşimindeki değişimin incelenmesi: Deneyimlerin etkisi

Year 2022, Volume: 5 Issue: 1, 152 - 179, 31.05.2022
https://doi.org/10.33400/kuje.1057670

Abstract

Bu araştırmanın amacı, sınıf öğretmenlerinin öğrenme ve öğretme deneyimlerinin ve kıdemlerinin sosyo-bilimsel argümantasyona yönelik pedagojik alan bilgisi (PAB) bileşenleri arasındaki etkileşimi nasıl değiş-tirdiğini incelemektir. Bu amaçlara ulaşmak için resimsel bir metodolojik yaklaşım olan PAB Haritalama kullanılmıştır. Bu araştırma beş sınıf öğretmeninin katılımıyla gerçekleştirilmiştir. Toplam 10 hafta süren bu çoklu durum çalışmasında tüm öğretmenler sosyobilimsel argümantasyon ve PAB ile ilgili öğrenme ve öğretme sürecine dâhil edilmişlerdir. Sürecin başında ve sonunda katılımcılara Ders Yapılandırma Görevi (DYG) ve yarı yapılandırılmış görüşme soruları uygulanmıştır. Bu uygulamalardan gelen veriler uygun bir şekilde bütünleştirilerek PAB bileşenlerine göre alt kategorilere ayrılmıştır. Bu veriler, doğrudan derinle-mesine PAB analizi, tümevarım yöntemi, numaralandırma yaklaşımı, PAB haritalama ve sürekli karşılaştır-ma yöntemi aracılığıyla analiz edilmiştir. Sonuçlar, deneyimlerin sosyobilimsel argümantasyona yönelik PAB bileşenleri arasındaki etkileşimlere farklı şekillerde katkıda bulunduğunu ortaya çıkarmıştır. Öğrenme ve öğretme deneyimleri, öğrenci anlayışları bilgisi bileşeninin önemini arttırmıştır. Ayrıca bu sürecin mesleki deneyimi az olan sınıf öğretmenlerini daha az etkilediği, mesleki deneyimi daha fazla olan sınıf öğretmenlerini ise daha fazla etkilediği tespit edilmiştir. Sosyobilimsel argümantasyon süreçleri göz önüne alındığında, kendine özgü bir yapıya sahip olan PAB bileşenleri arasındaki etkileşimlerin değişmesinde kıdem eşiğinden söz edilebilir. Mevcut literatür ışığında tartışılan bu sonuçların eğitsel çıkarımlarına da değinilmiştir.

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Examination of changes in interaction of pedagogical content knowledge (PCK) components for socioscientific argumentation: The effect of experiences

Year 2022, Volume: 5 Issue: 1, 152 - 179, 31.05.2022
https://doi.org/10.33400/kuje.1057670

Abstract

The purpose of this research is to examine how elementary teachers' learning and teaching experiences and seniority change pedagogical content knowledge (PCK) integrations for socioscientific argumentation. PCK Mapping, which is a pictorial methodology approach, was used to achieve these aims. This research is a multiple case study, which is one of the qualitative research patterns. In this study, which lasted for a total of 10 weeks, five elementary teachers were included in the learning and teaching process related to socioscientific argumentation and PCK. The data were collected from all participants through the lesson plan and PCK interview protocol at the beginning and end of the course. Data from these applications have been appropriately integrated and subcategorized according to PCK components. These data were analysed through in-depth analysis of explicit PCK, inductive method, enumerative approach, PCK mapping and the constant comparative method. The results revealed that experiences contributed in different ways to the integration of PCK for socioscientific argumentation. Experiences increased the importance of the knowledge of students’ understanding. Furthermore, it was determined that while this course less affected the elementary teachers with little professional experience, it more affected the elementary teachers with more professional experience. In view of socioscientific argumentation processes, seniority threshold can be mentioned in the change of the integration of PCK which has an idiosyncratic nature. The educational implications of these results, which have been discussed in the light of the existing literature, have been also mentioned.

References

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  • Alonzo, A. C., Berry, A., & Nilsson, P. (2019). Unpacking the complexity of science teachers’ PCK in action: Enacted and personal PCK. In Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science (pp. 271-286). Springer. https://doi.org/10.1007/978-981-13-5898-2_12
  • Aydeniz, M., & Kirbulut, Z. D. (2014). Exploring challenges of assessing pre-service science teachers’ pedagogical content knowledge (PCK). Asia-Pacific Journal of Teacher Education, 42(2), 147-166. https://doi.org/10.1080/1359866X.2014.890696
  • Aydin, S., Demirdogen, B., Akin, F. N., Uzuntiryaki-Kondakci, E., & Tarkin, A. (2015). The nature and development of interaction among components of pedagogical content knowledge in practicum. Teaching and Teacher Education, 46, 37-50. https://doi.org/10.1016/j.tate.2014.10.008
  • Baytelman, A., Iordanou, K., & Constantinou, C. P. (2020). Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues. Journal of Research in Science Teaching, 57(8), 1199-1227. https://doi.org/10.1002/tea.21627
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  • Bayram-Jacobs D, Henze I, Evagorou M, et al. (2019). Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials. Journal of Research in Science Teaching, 56, 1207–1233. https://doi.org/10.1002/tea.21550
  • Bravo, P., & Cofré, H. (2016). Developing biology teachers’ pedagogical content knowledge through learning study: the case of teaching human evolution. International Journal of Science Education, 38(16), 2500-2527. https://doi.org/10.1080/09500693.2016.1249983
  • Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., ... & Wilson, C. D. (2019). The refined consensus model of pedagogical content knowledge in science education. In Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science (pp. 77-94). Springer. https://doi.org/10.1007/978-981-13-5898-2_2
  • Carson, K., & Dawson, V. (2016). A teacher professional development model for teaching socioscientific issues. Teaching Science, 62(1), 28-35. https://doi/10.3316/informit.270511920952144
  • Chan, K. K. H., & Yung, B. H. W. (2018). Developing pedagogical content knowledge for teaching a new topic: More than teaching experience and subject matter knowledge. Research in Science Education, 48(2), 233-265. https://doi.org/10.1007/s11165-016-9567-1
  • Clermont, C. P., Krajcik, J. S., & Borko, H. (1993). The influence of an intensive in-service workshop on pedagogical content knowledge growth among novice chemical demonstrators. Journal of Research in Science Teaching, 30(1), 21-43. https://doi.org/10.1002/tea.3660300104
  • Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272. https://doi.org/10.1177%2F0022487193044004004
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  • Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (2007). Taking science to school: Learning and teaching science in grades K-8. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 163-166.
  • Evagorou, M. (2011). Discussing a socioscientific issue in a primary school classroom: The case of using a technology-supported environment in formal and nonformal settings. In Socio-scientific issues in the classroom (pp. 133-159). Springer. https://doi.org/10.1007/978-94-007-1159-4_8
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Details

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

Ali Yiğit Kutluca 0000-0002-1341-3432

Publication Date May 31, 2022
Submission Date January 14, 2022
Published in Issue Year 2022 Volume: 5 Issue: 1

Cite

APA Kutluca, A. Y. (2022). Examination of changes in interaction of pedagogical content knowledge (PCK) components for socioscientific argumentation: The effect of experiences. Kocaeli Üniversitesi Eğitim Dergisi, 5(1), 152-179. https://doi.org/10.33400/kuje.1057670



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