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International Journal of Science Education | 2009

The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: ‘Ozone layer depletion’ as an example

Osman Nafiz Kaya

The purpose of this study was to explore the relationships among the components of preservice science teachers’ (PSTs) pedagogical content knowledge (PCK) involving the topic ‘ozone layer depletion’. An open‐ended survey was first administered to 216 PSTs in their final year at the Faculty of Education to determine their subject matter knowledge of ozone layer depletion. Then, the PSTs were classified as high‐ability, average‐ability, and low‐ability groups according to their scores on the survey. The interviews were carried out with 25 randomly selected PSTs from each of these ability groups in order to determine their pedagogical knowledge and investigate the inter‐relationships and intra‐relationships among the components of the PSTs’ PCK for teaching the topic ‘ozone layer depletion’. The results showed that there was a significant inter‐relationship between the subject matter and pedagogical knowledge of the PSTs. There were also significant intra‐relationships among the components of the PSTs’ pedagogical knowledge, except for the knowledge of assessment. The results of statistical analyses (multivariate analyses of variance) revealed that there was a significant difference in the degree of the PSTs’ pedagogical knowledge by the level of PSTs’ subject matter knowledge. These significant results were further supported by evidence from qualitative analyses of the interview data. The implications drawn contribute to the improvement of science teacher education.


International Journal of Science and Mathematics Education | 2009

PRESERVICE TEACHERS’ VIEWS ABOUT NATURE OF SCIENTIFIC KNOWLEDGE DEVELOPMENT: AN INTERNATIONAL COLLABORATIVE STUDY

Ling L. Liang; Sufen Chen; Xian Chen; Osman Nafiz Kaya; April Dean Adams; Monica Macklin; Jazlin Ebenezer


Asia-Pacific Forum on Science Learning and Teaching | 2008

Assessing Preservice Elementary Teachers' Views on the Nature of Scientific Knowledge: A Dual-Response Instrument.

Ling L. Liang; Sufen Chen; Xian Chen; Osman Nafiz Kaya; April Dean Adams; Monica Macklin; Jazlin Ebenezer


Journal of Research in Science Teaching | 2011

Engaging students in environmental research projects: Perceptions of fluency with innovative technologies and levels of scientific inquiry abilities

Jazlin Ebenezer; Osman Nafiz Kaya; Devairakkam Luke Ebenezer


Research in Science Education | 2008

A Student-centred Approach: Assessing the Changes in Prospective Science Teachers’ Conceptual Understanding by Concept Mapping in a General Chemistry Laboratory

Osman Nafiz Kaya


Journal of Research in Science Teaching | 2010

The effects of Common Knowledge Construction Model sequence of lessons on science achievement and relational conceptual change

Jazlin Ebenezer; Sheela Chacko; Osman Nafiz Kaya; Satya Kiran Koya; Devairakkam Luke Ebenezer


Journal of Science Education and Technology | 2012

One Science Teacher’s Professional Development Experience: A Case Study Exploring Changes in Students’ Perceptions of Their Fluency with Innovative Technologies

Jazlin Ebenezer; Russell Columbus; Osman Nafiz Kaya; Lin Zhang; Devairakkam Luke Ebenezer


Research in Science Education | 2009

Changes in Attitudes Towards Science–Technology–Society of Pre-service Science Teachers

Osman Nafiz Kaya; Robert E. Yager; Alev Doğan


Public Understanding of Science | 2008

Teaching about ozone layer depletion in Turkey: pedagogical content knowledge of science teachers

Orçun Bozkurt; Osman Nafiz Kaya


Archive | 2004

Effects of Students' Pre- and Post-Laboratory Concept Maps on Students' Attitudes toward Chemistry Laboratory in University General Chemistry.

Ziya Kilic; Osman Nafiz Kaya; Alev Doğan

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April Dean Adams

Northeastern State University

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Monica Macklin

Northeastern State University

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Sufen Chen

National Taiwan University of Science and Technology

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Xian Chen

Nanjing Normal University

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