Browsing by Author "Oztay, E.S."

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Assessing Chemistry Teachers’ Needs and Expectations From Integrated Stem Education Professional Developments
(Duzce University, Faculty of Education, 2022) Oztay, E.S.; Gunbatar, S.A.; Kiran, B.E.
Integrated Science, Technology, Engineering, and Mathematics (STEM) education has gained popularity worldwide. With the twenty-first century's different economic, political, and societal needs, nations intend to train citizens as better problem solvers. The current integrated STEM movement has influenced science curriculum documents and science teaching and learning to address those issues. To attain the goals of recent reform, teachers' understanding of the essential characteristics of integrated STEM education and learning implementation of the STEM activities with engineering design challenges are required. The related literature has stated that teachers' voices should be heard to address their needs through professional development (PD). In light of that point, in this needs assessment study, we intended to determine in-service chemistry teachers' expectations from and needs for implementing integrated STEM education. Data were collected from 112 chemistry teachers via open-ended questions. Results showed that most of the teachers stated that they expect to experience integrated STEM activities with their active participation through PDs. Additionally, the participants highlighted their expectations from a PD design to learn what integrated STEM education is and its essential features. Learning how to integrate STEM activities into lessons, developing integrated STEM lesson plans, and interdisciplinary chemistry teaching were other participants' expectations. Examples of participants' needs were learning implementation of integrated STEM education, integrating chemistry with STEM disciplines, finding chemistry-based STEM activities, and learning engineering design process and product. In order to reach PDs' goals set, first of all, teachers' needs for and expectations from the PDs should be determined regarding the STEM approach and then the PDs in which the teachers take a role as active participants should be organized. © 2022, Duzce University, Faculty of Education. All rights reserved.
Interaction Between Pre-Service Chemistry Teachers’ Pedagogical Content Knowledge and Content Knowledge in Electrochemistry
(Duzce University, Faculty of Education, 2022) Oztay, E.S.; Boz, Y.
The purpose of this study was to delve into the interaction between pre-service chemistry teachers‟ pedagogical content knowledge (PCK) and content knowledge (CK) while teaching electrochemistry. Two pre-service chemistry teachers enrolled in practice teaching course in chemistry education program participated in the study. All PCK components were included in the current study. Qualitative methodology was used and the participants were selected through purposeful sampling. Data were collected through electrochemistry content test, Content Representation (CoRe), semi-structured interviews, video stimulated recall interviews, classroom observations and field notes. Results indicated that the level of CK impacted PCK: basic level of CK is a prerequisite for developing PCK, while a high CK does not guarantee a high PCK to the same extent. Pre-service teachers with weak content knowledge had problems in recognizing students‟ possible misconceptions, using vertical and horizontal relations in the curriculum and using the topic-specific instructional strategies effectively. The level of content knowledge did not have a strong impact on choice of subject-specific instructional strategies, assessing students‟ understanding, and science teaching orientations of pre-service teachers. This study highlights that the quality of PCK depends on the interaction between content knowledge and the components of PCK. From a methodological perspective, this study demonstrates the possibility of making pre-service teachers‟ PCK more accessible by utilizing video stimulated recall interviews. Implications for pre-service teacher education aim to support pre-service teachers to establish a bridge between their content knowledge and teaching knowledge through teacher education program. © 2022, Duzce University, Faculty of Education. All rights reserved.