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The Nature of Interplay among Components of Pedagogical Content Knowledge in Reaction Rate and Chemical Equilibrium Topics of Novice and Experienced Chemistry Teachers

Abstract

We examined the interactions among pedagogical content knowledge (PCK) components of novice and experienced chemistry teachers in teaching reaction rate and chemical equilibrium topics in this qualitative multiple-case design study. For this aim, three chemistry teachers who had different levels of teaching experience in chemistry teaching were selected through a process of purposeful sampling. Multiple types of data were gathered through more than two months. In order to collect and triangulate data, card-sorting activity, Content Representation (CoRe) tool, semi-structured interviews, observation of instruction, and field notes were utilized. Data were analyzed through three approaches: in-depth analysis of explicit PCK, enumerative approach, and constant comparative methods. Results revealed eight characteristics of the interactions of the PCK components: a) The novice teacher’s orientations towards science, in contrast to the experienced teachers, were much broad and non-specific, which impeded the interactions among the components, b) The interplay of the PCK components was idiosyncratic and topic specific, c) The novice teacher’s PCK maps were fragmented while the experienced teachers’ PCK maps were integrated, d) The experienced teachers, in contrast to the novice teacher, interacted more than two PCK components in most of their teaching fragments, e) Knowledge of learner, knowledge of curriculum and knowledge of instructional strategies were central in the interplays of all teacher maps, f) The experienced teachers were more successful than the novice teacher in translating their knowledge into practice in terms of the integration among PCK components, g) Teacher self-efficacy appeared to play a role in their use of PCK components and constructing interactions among them, and h) All teachers taught the same topics with similar lesson plans and same instructional materials; however, they differed in terms of how they connect the PCK components. Implications and suggestions for teacher education and science education research are presented.

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Publication details

The article was received on 25 Aug 2017, accepted on 11 Oct 2017 and first published on 11 Oct 2017


Article type: Paper
DOI: 10.1039/C7RP00165G
Citation: Chem. Educ. Res. Pract., 2017, Accepted Manuscript
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    The Nature of Interplay among Components of Pedagogical Content Knowledge in Reaction Rate and Chemical Equilibrium Topics of Novice and Experienced Chemistry Teachers

    F. N. AKIN and E. Uzuntiryaki-Kondakci, Chem. Educ. Res. Pract., 2017, Accepted Manuscript , DOI: 10.1039/C7RP00165G

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