Construction of a Science Teacher's Topic-Specific Pedagogical Content Knowledge in the Gifted Class

Burak Çaylak; Jale Çakıroğlu

Makale detayları

Construction of a Science Teacher's Topic-Specific Pedagogical Content Knowledge in the Gifted Class

Yazarlar:

Burak Çaylak | Jale Çakıroğlu

Yayıncı:

Kafkas University

Ana Başlıklar:

Science Education

Dergi:

e-Kafkas Journal of Educational Research Vol.11 Issue 3, pp.378-401

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001324840

pISSN:

2148-8940

Anahtar kelimeler:

Özet:

 This study examines a science teachers pedagogical content knowledge during instruction on the topics work and energy, simple machines, and friction force in a gifted class. The research adopts a single case study approach, employing qualitative methods. The participant is a middle school science teacher, and data collection tools include interviews, observations, card-sorting activities, and lesson plans. The studys data were analyzed in an in-depth analysis of explicit PCK. The main findings of the study are: 1 gifted students required additional science practice beyond the scope of the traditional curriculum, 2 the participating teacher encountered challenges when designing and implementing enrichment activities, 3 the characteristics of gifted students positively influenced the development of the teachers pedagogical content knowledge, and 4 the presence of gifted students prompted a shift in the teachers science teaching orientation from traditional methods to reform-based practices. Teachers need to have additional knowledge bases or pedagogical content knowledge components. Notably, the research underscores the relevance of the knowledge of enrichment curriculum and knowledge of characteristics of gifted students in the training of science teachers, along with the crucial role of STO in the education of gifted students, especially in the context of teaching physics. These findings offer significant implications for the curriculum designed for gifted students, particularly concerning the teaching and learning of physics topics.

 This study examines a science teachers pedagogical content knowledge during instruction on the topics work and energy, simple machines, and friction force in a gifted class. The research adopts a single case study approach, employing qualitative methods. The participant is a middle school science teacher, and data collection tools include interviews, observations, card-sorting activities, and lesson plans. The studys data were analyzed in an in-depth analysis of explicit PCK. The main findings of the study are: 1 gifted students required additional science practice beyond the scope of the traditional curriculum, 2 the participating teacher encountered challenges when designing and implementing enrichment activities, 3 the characteristics of gifted students positively influenced the development of the teachers pedagogical content knowledge, and 4 the presence of gifted students prompted a shift in the teachers science teaching orientation from traditional methods to reform-based practices. Teachers need to have additional knowledge bases or pedagogical content knowledge components. Notably, the research underscores the relevance of the knowledge of enrichment curriculum and knowledge of characteristics of gifted students in the training of science teachers, along with the crucial role of STO in the education of gifted students, especially in the context of teaching physics. These findings offer significant implications for the curriculum designed for gifted students, particularly concerning the teaching and learning of physics topics.

 This study examines a science teachers pedagogical content knowledge during instruction on the topics work and energy, simple machines, and friction force in a gifted class. The research adopts a single case study approach, employing qualitative methods. The participant is a middle school science teacher, and data collection tools include interviews, observations, card-sorting activities, and lesson plans. The studys data were analyzed in an in-depth analysis of explicit PCK. The main findings of the study are: 1 gifted students required additional science practice beyond the scope of the traditional curriculum, 2 the participating teacher encountered challenges when designing and implementing enrichment activities, 3 the characteristics of gifted students positively influenced the development of the teachers pedagogical content knowledge, and 4 the presence of gifted students prompted a shift in the teachers science teaching orientation from traditional methods to reform-based practices. Teachers need to have additional knowledge bases or pedagogical content knowledge components. Notably, the research underscores the relevance of the knowledge of enrichment curriculum and knowledge of characteristics of gifted students in the training of science teachers, along with the crucial role of STO in the education of gifted students, especially in the context of teaching physics. These findings offer significant implications for the curriculum designed for gifted students, particularly concerning the teaching and learning of physics topics.

 This study examines a science teachers pedagogical content knowledge during instruction on the topics work and energy, simple machines, and friction force in a gifted class. The research adopts a single case study approach, employing qualitative methods. The participant is a middle school science teacher, and data collection tools include interviews, observations, card-sorting activities, and lesson plans. The studys data were analyzed in an in-depth analysis of explicit PCK. The main findings of the study are: 1 gifted students required additional science practice beyond the scope of the traditional curriculum, 2 the participating teacher encountered challenges when designing and implementing enrichment activities, 3 the characteristics of gifted students positively influenced the development of the teachers pedagogical content knowledge, and 4 the presence of gifted students prompted a shift in the teachers science teaching orientation from traditional methods to reform-based practices. Teachers need to have additional knowledge bases or pedagogical content knowledge components. Notably, the research underscores the relevance of the knowledge of enrichment curriculum and knowledge of characteristics of gifted students in the training of science teachers, along with the crucial role of STO in the education of gifted students, especially in the context of teaching physics. These findings offer significant implications for the curriculum designed for gifted students, particularly concerning the teaching and learning of physics topics.

Makale detayları

Construction of a Science Teacher's Topic-Specific Pedagogical Content Knowledge in the Gifted Class

Yazarlar:

Burak Çaylak | Jale Çakıroğlu

Yayıncı:

Kafkas University

Ana Başlıklar:

Science Education

Dergi:

e-Kafkas Journal of Educational Research Vol.11 Issue 3, pp.378-401

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001324840

pISSN:

2148-8940

Characteristics of gifted students

enrichment activities in physics topics

pedagogical content knowledge

teacher preparation standards

qualitative design

Sayı

Makale detayları

Construction of a Science Teacher's Topic-Specific Pedagogical Content Knowledge in the Gifted Class

Yazarlar: Burak Çaylak | Jale Çakıroğlu

Yayıncı: Kafkas University

Ana Başlıklar: Science Education

Dergi: e-Kafkas Journal of Educational Research Vol.11 Issue 3, pp.378-401

Belge Tipi: Makale

Yayın Tarihi: 8/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001324840

pISSN: 2148-8940

Characteristics of gifted students

enrichment activities in physics topics

pedagogical content knowledge

teacher preparation standards

qualitative design

Sayı

Yazarlar:

Burak Çaylak | Jale Çakıroğlu

Yayıncı:

Kafkas University

Ana Başlıklar:

Science Education

Dergi:

e-Kafkas Journal of Educational Research Vol.11 Issue 3, pp.378-401

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001324840

pISSN:

2148-8940