Pre-Service Science Teachers’ Perceptions of Their Pedagogical Knowledge and Pedagogical Content Knowledge

Fulden Guler-Nalbantoglu, Meral Aksu

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Abstract


The purpose of the present study was to investigate pre-service science teachers’ perceptions of science teaching. To this end the participants’ perceptions of their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate how pre-service science teachers’ perceptions were differed according to their level of achievement regarding PK and PCK. 176 fourth year pre-service science teachers participated in the study. The design of the study was planned as a survey and three scales were given to the participants to collect data. The data obtained from the scales were analyzed using both descriptive and inferential statistics. The results of the study revealed that pre-service science teachers perceived themselves as competent in terms of both PK and PCK. When components of PK were examined, participants’ perceptions were high regarding classroom management, learners and learning, lesson planning and assessment. With respect to components of PCK, participants perceived that they had high level knowledge of science instructional strategies, knowledge of science learners, knowledge of science misconceptions, knowledge of science curriculum and knowledge of science assessment. Moreover, it was observed that level of achievement did not show any differences on pre-service science teachers’ perceptions of PK and PCK.

Keywords


Pre-service science teachers, Pedagogical knowledge, Pedagogical content knowledge

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References


Guler-Nalbantoglu, F. & Aksu, M., (2021). Pre-service science teachers’ perceptions of their pedagogical knowledge and pedagogical content knowledge. International Journal of Research in Education and Science (IJRES), 7(4), 1263-1280. https://doi.org/10.46328/ijres.2451




DOI: https://doi.org/10.46328/ijres.2451

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Copyright (c) 2021 International Journal of Research in Education and Science

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International Journal of Research in Education and Science (IJRES)
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Editor: Wilfried Admiraal, The Netherlands

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2148-9955 (Online)