Clarifying experienced chemistry teachers’ science teaching orientations with a single instrument cannot be sufficient, instead of it different instruments should be used.
📌 3 Maddede Bu Makale
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Amaç & Hipotez:This research focused on the clarification of science teacher orientations (STOs) as a component of pedagogical content knowledge via a card-sorting task containing seven scenarios concerning physical-chemical change topic (PCC) developed by the authors.
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Temel Bulgular & Veri:This research was designed according to the case study model as a qualitative research method that’s why four experienced chemistry teachers who taught in different high schools at ninth grade were examined in their classes without any manipulations.
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Sonuç & Katkı:Clarifying experienced chemistry teachers’ science teaching orientations with a single instrument cannot be sufficient, instead of it different instruments should be used.
This research focused on the clarification of science teacher orientations (STOs) as a component of pedagogical content knowledge via a card-sorting task containing seven scenarios concerning physical-chemical change topic (PCC) developed by the authors. This research was designed according to the case study model as a qualitative research method that’s why four experienced chemistry teachers who taught in different high schools at ninth grade were examined in their classes without any manipulations. The data were collected through card sorting activity. At the end of the research, it was concluded that the experienced chemistry teachers held different science teaching orientations. It has also been determined that each teacher adopts more than one orientation at the same time. They were in favor of student-centered orientations no matter they perform them in practice. Clarifying experienced chemistry teachers’ science teaching orientations with a single instrument cannot be sufficient, instead of it different instruments should be used.
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