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Journals / The Eurasia Proceedings of Educational and Social Sciences / 2026 / Volume: 4

EXAMINATION OF EXPERIENCED CHEMISTRY TEACHERS' PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS 9th GRADE CHEMISTRY CURRICULUM

Ayşe Zeynep Şen
Canan Nakiboğlu
Pages
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Publication Date
2016-09-01
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The data were analyzed through constant comparative method and enumerative approach.  It was found that the teachers’ PCK related to the 9 th grade chemistry curriculum was not sufficient generally.

📌 3 Key Takeaways

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Objective & Hypothesis:The aim of this study is to analyze the experienced chemistry teachers’ (ECTs') pedagogical content knowledge (PCK) about what extent ECTs' using of 9 th grade chemistry curriculum, taking into consideration the objectives, goals and acquisitions.
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Key Findings & Data:The study was designed as a case study, a kind of qualitative research design, and it was performed with 3 ECTs during the spring semester of 2014-2015 education year.
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Conclusion & Impact:The data were analyzed through constant comparative method and enumerative approach.  It was found that the teachers’ PCK related to the 9 th grade chemistry curriculum was not sufficient generally.
🔬Design:Research Article
📍Scope:2014-2015 Verileri
⚙️Variables:Pedagogical content knowledge · curriculum knowledge · 9th grade chemistry curriculum

Abstract

The aim of this study is to analyze the experienced chemistry teachers’ (ECTs') pedagogical content knowledge (PCK) about what extent ECTs' using of 9 th grade chemistry curriculum, taking into consideration the objectives, goals and acquisitions. The study was designed as a case study, a kind of qualitative research design, and it was performed with 3 ECTs during the spring semester of 2014-2015 education year. The data were collected by observations, interviews and lesson plans. The data were analyzed through constant comparative method and enumerative approach.  It was found that the teachers’ PCK related to the 9 th grade chemistry curriculum was not sufficient generally. The teachers did not stick to the curriculum exactly. Instead, they thought that, it was enough to follow the course book, even they could intervene the curriculum if it was necessary according to them. At the same time, it was determined that the teachers were not able to fulfill the aims, goals and acquisitions in the curriculum strictly.

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Cite This Article

Şen, A. Z., Nakiboğlu, C. (2016). EXAMINATION OF EXPERIENCED CHEMISTRY TEACHERS' PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS 9th GRADE CHEMISTRY CURRICULUM. The Eurasia Proceedings of Educational and Social Sciences, Volume: 4. https://ajindex.com/articles/1550403

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References (8)

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