Akademik Veri Yönetim Sistemi
Globets 2022, 6th International Conference on Education, Technology and Science, Girne, Kıbrıs (Kktc), 03 Nisan 2022, ss.17-26
The purpose
of the research is to assess pre-servıce bıology teachers’ pedagogical content knowledge regarding pollutıon of the air. The sample of
this study in which case study research
method was used consisted of 5 pre-servıce biology teachers who are enrolled at
Gazi Unıversity in the Department of Biology Educatıon senıor class in 2015-2016.While
chosing the participants, a subject matter knowledge test about pollutıon of
the air was administered to 30 pre-servıce teachers. Accordıng to the test
results,pre-servıce teachers havıng different knowledge levels were chosen to
partıcipate in this study to reveal different dimensions of the research
problem.
Data was collected via observatıons,interviews and document analysis methods regarding the sub-problems created at the begining of the research.Transcriptions of the semi-structured interviews and pre-servıce teachers’ deliver a lecture of listenıng were analyzed by coding the data considering the different dimensions of pedagogıcal knowledge.
The findings of the study showed that subject matter knowledge is necessary for pedagogıcal content knowledge but,pedagogical content knowledge involves many subcategories such as,pedagogıcal knowledge, knowledge of students’understandıng of scıence,knowledge of science curriculum,knowledge of assessment knowledge of instructıonal strategies.Also,pre-srevıce scıence teachers who have science teachıng experince have better pedagogıcal content knowledge.This shows,experince is an integral of pedagogıcal content knowledge development.