Analysis Of The Pedagogical Content Knowledge Of Social Studies Teachers And Teacher Candidates In The Learning Theme Of Science, Technology And Communıty

Güneş Kılınç; Hüseyin Çalışkan

Makale detayları

Analysis Of The Pedagogical Content Knowledge Of Social Studies Teachers And Teacher Candidates In The Learning Theme Of Science, Technology And Communıty

Yazarlar:

Güneş Kılınç | Hüseyin Çalışkan

Yayıncı:

Ondokuz Mayıs University

Ana Başlıklar:

Tarih Eğitimi

Dergi:

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.43 Issue 1, pp.469-563

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001322211

pISSN:

2548-0278

Anahtar kelimeler:

Özet:

 This study compares social studies teachers and prospective teachers pedagogical content knowledge in science, technology, and society learning. The study used the case study method, one of the qualitative research methods, and the holistic multiple case design of this method. The research participants are three social studies teachers working in Sakarya and four teacher candidates who are final year Sakarya University Education Faculty Social Studies Teaching students. Course observations, semi-structured interviews, and document analysis methods were used to examine the participants pedagogical content knowledge. All collected data were transcribed and subjected to descriptive analysis in line with the predetermined pedagogical content knowledge components subject content knowledge, curriculum knowledge, understanding of students, teaching strategies, and assessment themes. According to the findings obtained from the research, it was concluded that social studies teachers are more equipped than teacher candidates in terms of subject area knowledge and curriculum knowledge components in science, technology, and society learning. Both teachers and prospective teachers thought that students did not have much difficulty in science, technology, and society learning, and they followed specific strategies when students had challenges. All the participants were sensitive to the questions and reactions of the students and acted similarly in terms of understanding the students. Participants used methods such as lectures, and question-answers, and supported their lectures with various technological tools and materials. However, it was concluded that social studies teacher candidates apply different activities and use more materials in their lessons than teachers. Both social studies teachers and pre-service teachers used traditional learning tools while evaluating. There needed to be more in all participants in recording the evaluation results and giving feedback to the students. In line with the research findings, several suggestions were presented to improve the pedagogical content knowledge of teachers and teacher candidates.

 This study compares social studies teachers and prospective teachers pedagogical content knowledge in science, technology, and society learning. The study used the case study method, one of the qualitative research methods, and the holistic multiple case design of this method. The research participants are three social studies teachers working in Sakarya and four teacher candidates who are final year Sakarya University Education Faculty Social Studies Teaching students. Course observations, semi-structured interviews, and document analysis methods were used to examine the participants pedagogical content knowledge. All collected data were transcribed and subjected to descriptive analysis in line with the predetermined pedagogical content knowledge components subject content knowledge, curriculum knowledge, understanding of students, teaching strategies, and assessment themes. According to the findings obtained from the research, it was concluded that social studies teachers are more equipped than teacher candidates in terms of subject area knowledge and curriculum knowledge components in science, technology, and society learning. Both teachers and prospective teachers thought that students did not have much difficulty in science, technology, and society learning, and they followed specific strategies when students had challenges. All the participants were sensitive to the questions and reactions of the students and acted similarly in terms of understanding the students. Participants used methods such as lectures, and question-answers, and supported their lectures with various technological tools and materials. However, it was concluded that social studies teacher candidates apply different activities and use more materials in their lessons than teachers. Both social studies teachers and pre-service teachers used traditional learning tools while evaluating. There needed to be more in all participants in recording the evaluation results and giving feedback to the students. In line with the research findings, several suggestions were presented to improve the pedagogical content knowledge of teachers and teacher candidates.

 This study compares social studies teachers and prospective teachers pedagogical content knowledge in science, technology, and society learning. The study used the case study method, one of the qualitative research methods, and the holistic multiple case design of this method. The research participants are three social studies teachers working in Sakarya and four teacher candidates who are final year Sakarya University Education Faculty Social Studies Teaching students. Course observations, semi-structured interviews, and document analysis methods were used to examine the participants pedagogical content knowledge. All collected data were transcribed and subjected to descriptive analysis in line with the predetermined pedagogical content knowledge components subject content knowledge, curriculum knowledge, understanding of students, teaching strategies, and assessment themes. According to the findings obtained from the research, it was concluded that social studies teachers are more equipped than teacher candidates in terms of subject area knowledge and curriculum knowledge components in science, technology, and society learning. Both teachers and prospective teachers thought that students did not have much difficulty in science, technology, and society learning, and they followed specific strategies when students had challenges. All the participants were sensitive to the questions and reactions of the students and acted similarly in terms of understanding the students. Participants used methods such as lectures, and question-answers, and supported their lectures with various technological tools and materials. However, it was concluded that social studies teacher candidates apply different activities and use more materials in their lessons than teachers. Both social studies teachers and pre-service teachers used traditional learning tools while evaluating. There needed to be more in all participants in recording the evaluation results and giving feedback to the students. In line with the research findings, several suggestions were presented to improve the pedagogical content knowledge of teachers and teacher candidates.

 Bu araştırmada sosyal bilgiler öğretmen ve öğretmen adaylarının bilim, teknoloji ve toplum öğrenme alanındaki pedagojik içerik bilgilerini karşılaştırmalı biçimde incelemek amaçlanmıştır. Çalışmada nitel araştırma yöntemlerinden durum çalışması yöntemi ve bu yöntemin bütüncül çoklu durum deseni kullanılmıştır. Araştırmanın katılımcıları Sakarya ilinde görev yapmakta olan üç sosyal bilgiler öğretmeni ve Sakarya Üniversitesi Eğitim Fakültesi Sosyal Bilgiler Öğretmenliği son sınıf öğrencisi olan dört öğretmen adayıdır. Katılımcıların pedagojik içerik bilgilerinin incelenmesi için ders gözlemleri, yarı-yapılandırılmış görüşmeler ve dokuman analizi yöntemleri kullanılmıştır. Toplanan tüm veriler transkript edilmiş ve önceden belirlenmiş olan pedagojik içerik bilgisi bileşenleri doğrultusunda konu alan bilgisi, program bilgisi, öğrencileri anlama bilgisi, öğretim stratejileri bilgisi ve değerlendirme temaları betimsel analize tabi tutulmuştur. Araştırmadan elde edilen bulgulara göre bilim, teknoloji ve toplum öğrenme alanında, konu alanı bilgisi ve program bilgisi bileşenleri açısından sosyal bilgiler öğretmenlerinin öğretmen adaylarına göre daha donanımlı olduğu sonucuna ulaşılmıştır. Hem öğretmen hem de öğretmen adayı katılımcılar öğrencilerin bilim, teknoloji ve toplum öğrenme alanında fazla zorlanmadığı görüşünde olup öğrencilerin zorlandığı durumlarda belirli stratejiler izlemişlerdir. Tüm katılımcılar öğrencilerin soru ve tepkilerine duyarlı davranarak öğrencileri anlama bilgisi açısından benzer şekilde hareket etmişlerdir. Katılımcılar işledikleri derslerde anlatım, soru-cevap gibi yöntemler kullanmış, anlatımlarını çeşitli teknolojik araç ve materyallerle desteklemişlerdir. Bununla birlikte sosyal bilgiler öğretmen adaylarının derslerinde öğretmenlere nazaran farklı etkinlikler uyguladıkları ve daha çeşitli materyaller kullandığı sonucuna ulaşılmıştır. Hem sosyal bilgiler öğretmenleri hem de öğretmen adayları değerlendirme yaparken geleneksel öğrenme araçlarını kullanmışlardır. Değerlendirme sonuçlarının kayıt altına alınması ve öğrencilere dönüt verilmesi hususunda tüm katılımcılarda eksiklikler görülmüştür. Araştırma bulguları doğrultusunda öğretmen ve öğretmen adaylarının pedagojik içerik bilgisi geliştirmeye dönük bir takım öneriler sunulmuştur.

Makale detayları

Analysis Of The Pedagogical Content Knowledge Of Social Studies Teachers And Teacher Candidates In The Learning Theme Of Science, Technology And Communıty

Yazarlar:

Güneş Kılınç | Hüseyin Çalışkan

Yayıncı:

Ondokuz Mayıs University

Ana Başlıklar:

Tarih Eğitimi

Dergi:

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.43 Issue 1, pp.469-563

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001322211

pISSN:

2548-0278

The learning theme of science technology and society

Teacher

Teacher candidate

Social studies

Pedagogical content knowledgeBilim, teknoloji ve toplum öğrenme alanı

Öğretmen

Öğretmen adayı

sosyal bilgiler

Pedagojik içerik bilgisi

Sayı

Makale detayları

Yazarlar: Güneş Kılınç | Hüseyin Çalışkan

Yayıncı: Ondokuz Mayıs University

Ana Başlıklar: Tarih Eğitimi

Dergi: Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.43 Issue 1, pp.469-563

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001322211

pISSN: 2548-0278

Sayı

Yazarlar:

Güneş Kılınç | Hüseyin Çalışkan

Yayıncı:

Ondokuz Mayıs University

Ana Başlıklar:

Tarih Eğitimi

Dergi:

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.43 Issue 1, pp.469-563

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001322211

pISSN:

2548-0278