Pre-service chemistry teachers' pedagogical content knowledge of the nature of science in the particle nature of matter

This study investigated pre-service chemistry teachers' pedagogical content knowledge of the nature of science (NOS) in the content of the particle nature of matter. Qualitative research design was utilized. Data were collected from seven pre-service chemistry teachers (PCTs) by using open-ende...

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Published inChem. Educ. Res. Pract Vol. 14; no. 2; pp. 21 - 213
Main Authors Bektas, Oktay, Ekiz, Betul, Tuysuz, Mustafa, Kutucu, Elif Selcan, Tarkin, Aysegul, Uzuntiryaki-Kondakci, Esen
Format Journal Article
LanguageEnglish
Published Royal Society of Chemistry 01.01.2013
Subjects
Achievement Gains
Assessments
Chemistry
Education
Familiarity
Interviews
Knowledge Level
Lesson Plans
Observation
Pedagogical Content Knowledge
Preservice Teacher Education
Preservice Teachers
Pretests Posttests
Reflection
Scientific Concepts
Scientific Principles
Strategy
Teachers
Transcripts (Written Records)
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Summary:This study investigated pre-service chemistry teachers' pedagogical content knowledge of the nature of science (NOS) in the content of the particle nature of matter. Qualitative research design was utilized. Data were collected from seven pre-service chemistry teachers (PCTs) by using open-ended questions, interviews, observations, lesson plans, and reflection papers. The results indicated that while most of the PCTs showed improvement in terms of understanding of the target aspects of NOS, knowledge of learners and instructional strategies, the majority of PCTs did not make progress regarding knowledge of assessment during the study. Implications for science teacher education are also presented.
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ISSN:1109-4028
1756-1108
1109-4028
1756-1108
DOI:10.1039/c3rp20177e