Kimya öğretmen adaylarının bilimin doğası konusunda pedagojik alan bilgilerinin gelişimi : bir uygulama çalışması

The purpose of this study was to delve into the complexities of development of preservice chemistry teachers’ science teaching orientation, knowledge of learner, knowledge of instructional strategies, and knowledge of assessment during Pedagogical Content Knowledge (PCK) for Nature of Science (NOS) instruction. Thirty pre-service chemistry teachers enrolled Research in Science Education course participated to the study. Case study, one of the qualitative research methods, was used as research design. PCK for NOS instruction spanned two semester weeks including learning NOS, explicit-reflective, and learning how to teach NOS, addressed four PCK components, parts. This study only involved the collection of qualitative data sources including responses given to an open ended instrument, interviews, observations, and documents such as lesson plans and reflection papers. In-depth analysis of explicit PCK and constant comparative method were used as data analysis methods. Results revealed that most of the pre-service chemistry teachers had naive and transitional views about NOS. However, they had informed view after explicit-reflective NOS instruction. Although all participants developed PCK for NOS in some extent and nevertheless the participants’ PCK for NOS were different from each other in terms of both the degree of integration among the components and the degree to which these components and connections manifest themselves in their lesson plans and reflection papers. Moreover, there was no clear relationship between the participants’ NOS understandings and their PCK for NOS whereas most of them attempted to teach NOS aspects that they had informed viewsPh.D. - Doctoral Progra