Browsing by Author "Hanuscin, Deborah L."

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Examination of the Topic-Specific Nature of Pedagogical Content Knowledge in Teaching Electrochemical Cells and Nuclear Reactions
(Royal Soc Chemistry, 2014) Aydin, Sevgi; Friedrichsen, Patricia M.; Boz, Yezdan; Hanuscin, Deborah L.
The purpose of this study was to examine experienced chemistry teachers' pedagogical content knowledge (PCK) for two different topics in chemistry to better understand how PCK is specific to topic, including whether all components of PCK are topic-specific and to what degree. To explore the topic-specific nature of PCK, we examined two experienced teachers' PCK using a case study methodology. Multiple data collection strategies were used, including a card-sorting activity, Content Representation (CoRe), semi-structured interviews, observations, and field notes. The data collected were analyzed both deductively and inductively. Results revealed that the teachers used more content-based and teacher-centered instruction to teach electrochemistry, whereas their instruction was less teacher-centered, and included Science-Technology-Society-Environment discussions and implicit NOS instruction to teach nuclear reactions. The teachers also varied in the extent of their knowledge of learners and curriculum in comparing their PCK for each topic. In regard to assessment, the teachers' assessment practices were at the general PK level; they lacked topic-specific PCK for either topic. We provided recommendations for professional development programs, pre-service teacher education programs, and curriculum developers to support teachers in developing topic-specific PCK.
Learning To Teach: Graduate Assistants' Expedition Into Teaching Teachers
(Tuba-turkish Acad Sciences, 2013) Aydin, Sevgi; Hanuscin, Deborah L.
Recently, the educational community has realized the vital role of graduate assistants (GAs) in the learning of undergraduate students; however, developing teaching expertise is often an overlooked component of graduate programs. In this qualitative case study, we used Situated Learning Theory to examine GAs "expedition" of learning to teach teacher candidates. Twelve GAs studying for a PhD in the science and mathematics department for secondary education participated in the study. Data was collected by semi-structured interviews. A deductive approach was utilized to analyze data to get GAs' common views of the context, people, and tools that helped them learn to teach. Results showed that GAs' experience for learning to teach was associated with both their PhD program and work environment. Experienced GAs were role model for beginner GAs. The support of advisors' on learning to teach was found to be insufficient. Instructors in the PhD and undergraduate programs, as well as other experienced GAs, supported the experience of new GAs for learning to teach. Theses, books, and articles also provided examples of good teaching. Experienced GAs had a richer list of sources and strategies of how to use them as a source for learning to teach whereas novice GAs have a tendency to imitate experienced ones. This work further highlights the need for formal education for learning to teach in graduate programs, as well as mentoring by experienced teacher educators.
Professional Journals as a Source of Pck for Teaching Nature of Science: an Examination of Articles Published in the Science Teacher (Tst) (An Nsta Journal), 1995-2010
(Routledge Journals, Taylor & Francis Ltd, 2013) Aydin, Sevgi; Demirdogen, Betul; Muslu, Nilay; Hanuscin, Deborah L.
A number of science education policy documents recommend that students develop an understanding of the enterprise of science and the nature of science (NOS). Despite this emphasis, there is still a gap between policy and practice. Teacher professional literature provides one potential venue for bridging this gap, by providing "activities that work'' (Appleton in elementary science teacher education: International perspectives on contemporary issues and practice. Lawrence Erlbaum Associates, Mahwah, NJ, 2006) that can scaffold teachers' developing pedagogical content knowledge (PCK) for teaching NOS. We analyzed articles published in the NSTA journal The Science Teacher (1995-2010) in terms of the degree to which they provide appropriate model activities and specific information that can support the development of teachers' PCK for teaching NOS. Our analysis revealed a diversity of NOS aspects addressed by the authors and a wide range of variation in the percent of articles focused on each aspect. Additionally, we found that few articles provided robust information related to all the component knowledge bases of PCK for NOS. In particular, within the extant practitioner literature, there are few models for teaching the aspects of NOS, such as the function and nature of scientific theory. Furthermore, though articles provided information relevant to informing teachers' knowledge of instructional strategies for NOS, relevant information to inform teachers' knowledge of assessment in this regard was lacking. We provide recommendations for ways in which the practitioner literature may support teachers' teaching of NOS through more robust attention to the types of knowledge research indicates are needed in order to teaching NOS effectively.