Öğretmen adaylarının elektrokimya konusunda pedagojik alan bilgisi ve konu alan bilgileri arasındaki ilişkinin incelenmesi.

The purpose of this study was to examine the interaction between pre-service chemistry teachers’ pedagogical content knowledge (PCK) and content knowledge (CK) while teaching electrochemistry. Two pre-service chemistry teachers enrolled in practice teaching course in chemistry education program. All PCK components were studied in the current study to examine participants’ PCK. In order to get detailed information and understand deeply the interaction between CK and PCK, qualitative methodology was used and the participant were selected through purposeful sampling. Data were collected through electrochemistry content test, Content Representation (CoRe), semi-structured interviews, stimulated recall interviews, classroom observations and field notes. Results indicated that CK and PCK were correlated knowledge bases but they are distinct and there is no direct proportional correlation between them. In other words, basic level of CK is a prerequisite for developing PCK, while a high CK does not affect a high PCK to the same extent. Pre-service teachers with weak content knowledge had problems in recognizing students’ possible misconceptions, using vertical and horizontal relations in the curriculum and using the topic specific instructional strategies effectively. The level of content knowledge did not have strong impact on choices of subject specific instructional strategies, how to assess students’ understanding, science teaching orientations of pre-service teachers. Teacher education programs should focus on activities that improving both content knowledge and pedagogical content knowledge of pre-service teachers.Ph.D. - Doctoral Progra