Akademik Veri Yönetim Sistemi
Chemistry Education Research And Practice, cilt.23, sa.1, ss.137-158, 2022 (SCI-Expanded)
In this study based on mixed-methods design, we aimed to examine to what extent the participants
underwent pedagogical transformation and developed topic-specific pedagogical content knowledge (PCK)
for planning to teach acid–base equilibrium. Training for the acquisition of pedagogical transformation
competence to develop topic-specific PCK was provided for 12 weeks during the teaching methods course.
Through this intervention, the participants were taught pedagogical transformation competence in different
chemistry topics and were supposed to employ it in another topic that was not covered through the
intervention. To fulfill this aim, the use of explicit discussions of the transformation of content knowledge as
a teaching strategies and explicit topic-specific PCK use were provided throughout the intervention. A total
of 13 junior pre-service chemistry teachers participated in the intervention. The content knowledge test,
Content Representation (CoRe), semi-structured interviews, focus group interview, and reflection papers
were the data sources. A rubric created by the researchers was used to analyse the pre- and post-CoRe
data to determine to what extent the participants could develop topic-specific PCK for planning to teach
the acid–base equilibrium topic, which was not discussed through the intervention. The results showed that
11 of the 13 participants could achieve transfer of what they had learnt and experienced during the intervention to plan for a new topic, and this was identified as an enrichment of at least one topic-specific PCK
component. This study presented an uneven development of topic-specific PCK components as a product
of the transformation. The findings revealed that the participants showed more progress in transferring
content knowledge to students’ difficulties and alternative conceptions, and instructional strategies than
in the assessment component of topic-specific PCK. This study provided valuable information about
pre-service teachers’ use of the pedagogical transformation competence acquired during the intervention
to develop topic-specific PCK for planning to teach acid–base equilibrium and the development of the
knowledge of assessment. Implications for both the enrichment of science/chemistry teacher education and
future research were presented