Abstract
In Turkey, Colleges of Education train pre-service teachers (PSTs) and give a certificate to serve as a teacher in either public or private schools. In the Turkish system, teacher education has been divided into three departments, namely pre-school, elementary, and secondary teacher education. The number of semesters and the courses/credits taken may change depending on the department; in this chapter we focus only on Secondary Science Teacher Preparation Programs (SSTPP).
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Abd-El-Khalick F. (2012). Examining the sources for our understandings about science: Enduring conflations and critical issues in research on nature of science in science education. International Journal of Science Education, 34(3), 353–374. doi:10.1080/09500693.2011.629013
Abell, S. K. (2007). Research on science teacher knowledge. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1105–1149). Mahwah, NJ: Lawrence Erlbaum.
Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30, 1405–1416.
Abell, S. K., Appleton, K., & Hanuscin, D. (2010). Designing the elementary science methods course. New York, NY: Routledge.
Aydin, S., Demirdöğen, B., Tarkin, A., Kutucu, S., Ekiz, B., Akin, F. N., Tuysuz, M., & Uzuntiryaki, E. (2013). Providing a set of research-based practices to support preservice teachers’ long-term professional development as learners of science teaching. Science Education, 97(6), 903–935. doi:10.1002/sce.21080
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Mahwah, NJ: Prentice-Hall.
Carter, K. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22(1), 5–18.
Chan, C., Burtis, J., & Bereiter, C. (1997). Knowledge building as a mediator of conflict in conceptual change. Cognition and Instruction, 15(1), 1–40. doi:10.1207/s1532690xci1501_1
Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3–14. doi:10.3102/0013189X034003003
Demirdöğen, B., Hanuscin, D. L., Uzuntiryaki-Kondakci, E., & Köseoğlu, F. (2016). Development and nature of preservice chemistry teachers’ pedagogical content knowledge for nature of science. Research in Science Education, 46(4), 575–612. doi:10.1007/s11165-015-9472-z
Demirdöğen, B., Yeşiloğlu, S., & Köseoğlu, F. (2015). Teaching chemistry with argumentation. In A. Ayas & M. Sözbilir (Eds.), Teaching chemistry: Activities for teacher educators and teacher candidates (pp. 417–444). Ankara: Pegem Publishing.
Erduran, S., & Dagher, Z. (2014). Reconceptualizing the nature of science for science education: Scientific knowledge, practices and other family categories. Dordrecht, The Netherlands: Springer.
Erduran, S., & Jiménez-Alexander, M. P. (2008). Argumentation in science education: Perspectives from classroom-based research. Berlin: Springer.
Friedrichsen, P. M. (2008). A conversation with Sandra Abell: Science teacher learning. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 71–79.
Holt-Reynolds, D. (2000). What does the teacher do? Constructivist pedagogies and prospective teachers’ beliefs about the role of a teacher. Teaching and Teacher Education, 16(1), 21–32.
Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831–879). Mahwah, NJ: Erlbaum.
Lederman J. S., Lederman N. G., Bartos S. A., Bartels S. L., Meyer, A. A., & Schwartz R. S., (2014). Meaningful assessment of learners’ understandings about scientific inquiry: The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65–83. doi:10.1002/tea.21125
Lee, E., & Luft, J. A. (2008) Experienced secondary science teachers’ representation of pedagogical content knowledge. International Journal of Science Education, 30(10), 1343–1363. doi:10.1080/09500690802187058
Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370–391. doi:10.1002/tea.20007
Loughran, J., Mulhall, P., & Berry, A. (2008). Exploring pedagogical content knowledge in science teacher education. International Journal of Science Education, 30(10), 1301–1320.
Loughran, J., Berry, A., & Mulhall, P. (2012). Understanding and developing science teachers’ pedagogical content knowledge (Vol. 12). Boston, MA: Springer Science & Business Media.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95–132). Boston, MA: Kluwer.
Nilsson, P., & Loughran, J. (2012). Exploring the development of pre-service science elementary teachers’ pedagogical content knowledge. Journal of Science Teacher Education, 23(7), 699–721. doi:10.1007/s10972-011-9239-y
National Council of Education [NCE]. (2016). Higher education law and legislations. Retrieved from http://www.yok.gov.tr/web/guest/mevzuat
National Ministry of Education [NME]. (2008). Teacher qualifications: General and domain-specific qualifications of teaching profession. Ankara: National Textbook Director.
NME. (2011). Chemistry teacher special qualification for teaching chemistry. Retrieved from http://otmg.meb.gov.tr/alan_kimya_ortaogretim.html
NGSS Lead States. (2013). Next generation science standards: For states, by states. Retrieved from http://www.nextgenscience.org
NME. (2013). Secondary school chemistry curricula [for grades 9, 10, 11, and 12]. Ankara: NME.
Osborne, J., Erduran, S., & Simon, S. (2004). Ideas, evidence and argument in science (IDEAS): Resources pack. London: King’s College London.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–333. doi:10.3102/00346543062003307
Park, S., & Oliver, J. S. (2008). Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261–284. doi:10.1007/s11165-007-9049-6
Piaget, J. (1972). To understand is to invent. New York, NY: The Viking Press.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227. doi:10.1002/sce.3730660207
Pritchard, A. (2005). Ways of learning: Learning theories and learning styles in the classroom. London: David Fulton Publishers.
Sampson, V. (2009). Chemical reactions: How can we identify the products formed as a result of a chemical reaction? Retrieved from https://maisd-ccss-literacyinscience.wikispaces.com/file/view/ADI-Chemcial+Reactions.pdf
Sampson, V., Grooms, J., & Walker, J. (2009). Argument-driven inquiry. The Science Teacher, 76(8), 42–47.
Tarkin, A., Uzuntiryaki-Kondakci, E., Akin, F., Demirdöğen, B., & Aydin, S. (2015, April). The relationship between preservice teacher self-regulation and PCK. Paper presented at 88th National Association for Research in Science Teaching (NARST) Annual International Conference, Chicago, IL.
Toulmin, S. (1958). The uses of argument. Cambridge, MA: Cambridge University Press.
Uzuntiryaki, E., Boz, Y., Kirbulut, D., & Bektas, O. (2010). Do pre-service chemistry teachers reflect their beliefs about constructivism in their teaching practices? Research in Science Education, 40(3), 403–424. doi:10.1007/s11165-009-9127-z
Vygotsky, L. S. (1978). Mind in society: The development of higher mental process. Cambridge, MA: Harvard University Press.
Yerrick, R. K. (2000). Lower track science students’ argumentation and open inquiry instruction. Journal of Research in Science Teaching, 37(8), 807–838. doi:10.1002/1098-2736(200010)37:8<807::AID-TEA4>3.0.CO;2-7
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Aydin-Günbatar, S., Demirdöğen, B. (2017). Chemistry Teaching Method Course for Secondary Science Teacher Training. In: Sickel, A.J., Witzig, S.B. (eds) Designing and Teaching the Secondary Science Methods Course. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-881-5_8
Download citation
DOI: https://doi.org/10.1007/978-94-6300-881-5_8
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-881-5
eBook Packages: EducationEducation (R0)