scholarly journals Development of Assessment Tools for Kindergarten Teachers' Pedagogical Content Knowledge of Science Teaching

2007 ◽  
Vol 24 (3) ◽  
pp. 223-252 ◽  
Author(s):  
Eunsoo Shin ◽  
김현진
Keyword(s):  
Pedagogical Content Knowledge ◽  
Science Teaching ◽  
Content Knowledge ◽  
Kindergarten Teachers ◽  
Assessment Tools ◽  
Pedagogical Content

scholarly journals In-Service Science Teachers’ Technological Pedagogical Content Knowledge Confidences and Views about Technology-Rich Environments

2011 ◽  
Vol 1 (4) ◽  
pp. 11-25
Author(s):  
Betül Timur ◽  
Mehmet Fatih Taşar
Keyword(s):  
Pedagogical Content Knowledge ◽  
Science Teaching ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Service Science ◽  
Natural Phenomena ◽  
Pedagogical Content ◽  
Know How ◽  
School Laboratory

Today’s computers and related technologies have an important role in enabling visualisations of the workings of various scientific concepts, natural phenomena and mechanisms by creating technology-rich environments (TRE). TRE offer opportunities to science teachers in cases of natural phenomena that might be difficult or impossible to view, dangerous to conduct experiments about, impractical or too expensive to bring into the classroom, or too messy or time consuming to prepare in a school laboratory. However, science teaching cannot and should not be undertaken entirely by TRE. Science teachers need to know how tointegrate technology into science classrooms. Measuring science teachers’ confidence in technological pedagogical content knowledge (TPCK) and identifying their views about using TRE in science instruction is an important issue. The present study aims to address challenges faced by in-service science teachers when creating TRE and gives suggestions forsuccessful technology integration into science teaching. The data were gathered through a TPCK confidence survey and subsequent interviews. The results show that in-service science teachers have a low level of confidence in using technology during science teaching. The teachers surveyed stressed their need for professional development activities regardingthe effective and meaningful use of TRE in science teaching. 

scholarly journals A New Perspective on Pedagogical Content Knowledge: Intellectual and Emotional Characteristics of Science Teachers

2021 ◽  
Vol 72 ◽  
pp. 9-32
Author(s):  
Muharrem DURAN ◽  
Muhammet USAK ◽  
Ming-Yuan HSIEH ◽  
Harun UYGUN
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Assessment Tools ◽  
Pedagogical Content ◽  
Face To Face ◽  
Acids And Bases ◽  
New Perspective ◽  
Intellectual Knowledge

The purpose of this study was to analyze the development of pedagogical content knowledge (PCK) of science teachers with different teaching experience on acids and bases and offer new domains of PCK which describe the relationship between PCK and emotional characteristics of teachers and their intellectual knowledge in science teaching. The research was carried out with the participation of six science teachers with different teaching experience. In the selection of participants, teaching the subject of acids and bases at least once, three and ten times, and being willing to participate in the study were the required criteria. Face to face interviews, videos and classroom observation forms, a pedagogical content knowledge form and academic follow-up forms are the assessment tools that were used in the study. It was found out that the teachers’ intellectual knowledge and positive emotional characteristics contributed to their pedagogical content knowledge. Teachers who were able to create effective learning environments with sufficient level of intellectual knowledge and positive emotional characteristics had more qualified pedagogical content knowledge. These properties had a significant role in students’ understanding.

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