Elektrik Konusunda İçerik Bilgisi ile Kişisel Pedagojik Alan Bilgisi arasındaki Bağlantılar

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Aydın, S., & Boz, Y. (2012). Review of studies related to pedagogical content knowledge in the context of science teacher education: Turkish case. Educational Sciences: Theory and Practice, 12(1), 497-505.

Aydın, S., Boz, N., & Boz, Y. (2010). Factors that are influential in pre-service chemistry teachers’ choices of instructional strategies in the context of methods of separation of mixtures: A case study. The Asia-Pacific Education Researcher, 19(2), 251-270. DOI: https://doi.org/10.3860/taper.v19i2.1595

Ayvacı, H. Ş., Bebek, G., & Yamaçlı, S. (2023). Comparison of the theoretical and practical knowledge of the pre-service science teachers in Turkey: The context of simple electrical circuits. Participatory Educational Research, 10(3), 130-149. DOI: https://doi.org/10.17275/per.23.48.10.3

Barendsen, E., & Henze, I. (2019). Relating teacher PCK and teacher practice using classroom observation. Research in Science Education, 49(5), 1141-1175. DOI: https://doi.org/10.1007/s11165-017-9637-z

Bartos, S.A., Lederman, N.G., & Lederman, J.S. (2014). Teachers’ reflections on their subject matter knowledge structures and their influence on classroom practice. School Science & Maths, 114(3), 125-138. DOI: https://doi.org/10.1111/ssm.12058

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Bravo, P., & Cofré, H. (2016). Developing biology teachers’ pedagogical content knowledge through learning study: the case of teaching human evolution. International Journal of Science Education, 38(16), 2500-2527. DOI: https://doi.org/10.1080/09500693.2016.1249983

Canbazoğlu, S., Demirelli, H., & Kavak, N. (2010). Investigation of the relationship between pre-service science teachers’ subject matter knowledge and pedagogical content knowledge regarding the particulate nature of matter. Elementary Education Online, 9(1), 275-291.

Carlson, J., & Daehler, K.R. (2019). The refined consensus model of pedagogical content knowledge in science education. In Hume, A., Cooper, R., & Borowski, A. (Eds.), Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science (pp. 77-92). Springer. DOI: https://doi.org/10.1007/978-981-13-5898-2_2

Carpendale, J., & Hume, A. (2019). Investigating practising science teachers’ pPCK and ePCK development as a result of collaborative CoRe design. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science, (pp. 225-252). Springer. DOI: https://doi.org/10.1007/978-981-13-5898-2_10

Chan, K. K. H. (2022). A critical review of studies using the pedagogical content knowledge map approach. International Journal of Science Education, 44(3), 487-513. DOI: https://doi.org/10.1080/09500693.2022.2035011

Chan, K. K. H., & Hume, A. (2019). Towards a consensus model: Literature review of how science teachers’ pedagogical content knowledge is investigated in empirical studies. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science, (pp. 3-76). Springer. DOI: https://doi.org/10.1007/978-981-13-5898-2_1

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de Jong, O. & van Driel, J. (2004). Exploring the development of student teachers’ pck of the multiple meanings of chemistry topics. International Journal of Science and Mathematics Education, 2, 477-491. DOI: https://doi.org/10.1007/s10763-004-4197-x

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, 575-612. DOI: https://doi.org/10.1007/s11165-015-9472-z

Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In Berry, A., Friedrichsen, P., & Loughran, J. (Eds.), Re-examining pedagogical content knowledge in science education (pp. 38-52). Routledge. DOI: https://doi.org/10.4324/9781315735665-8

Henze, I., & van Driel, J. H. (2015). Toward a more comprehensive way to capture PCK in its complexity. In Berry, A., Friedrichsen, P., & Loughran, J. (Eds.), Re-examining pedagogical content knowledge in science education (pp. 120-134). Routledge.

Irmer, M., Traub, D., Böhm, M., Förtsch, C., & Neuhaus, B. J. (2023). Using video-based simulations to foster pPCK/ePCK—new thoughts on the refined consensus model of PCK. Education Sciences, 13(3), 261. DOI: https://doi.org/10.3390/educsci13030261

Kapyla, M., Heikkenen, J., & Asunta, T. (2009). The influence of content knowledge on pedagogical content knowledge a case of teaching photosynthesis and plant growth. International Journal of Science Education, 31(10), 1395 - 1415. DOI: https://doi.org/10.1080/09500690802082168

Kaya, O. N. (2009). The nature of relationships among the components of pedagogical content knowledge of preservice science teachers: ‘Ozone layer depletion’ as an example. International Journal of Science Education, 31(7), 961-988. DOI: https://doi.org/10.1080/09500690801911326

Kind, V. (2009). A conflict in your head: An exploration of trainee science teachers’ subject matter knowledge development and its impact on teacher self confidence. International Journal of Science Education, 31(11), 1529–1562. DOI: https://doi.org/10.1080/09500690802226062

Kirschner, S., Borowski, A., Fischer, H. E., Gess-Newsome, J., & von Aufschnaiter, C. (2016). Developing and evaluating a paper-and-pencil test to assess components of physics teachers’ pedagogical content knowledge. International Journal of Science Education, 38(8), 1343-1372. DOI: https://doi.org/10.1080/09500693.2016.1190479

Lederman, N. G. & Gess-Newsome, J. (1992). Do subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge constitute the ideal gas law of science teaching? Journal of Science Teacher Education, 3(1), 16-20. DOI: https://doi.org/10.1007/BF02614732

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Mapulanga, T., Ameyaw, Y., Nshogoza, G., & Bwalya, A. (2024). Integration of topic-specific pedagogical content knowledge components in secondary school science teachers’ reflections on biology lessons. Discover Education, 3(1), 17. DOI: https://doi.org/10.1007/s44217-024-00104-y

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Mthethwa-Kunene, E., Onwu, G. O., & de Villiers, R. (2015). Exploring biology teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland science classrooms. International Journal of Science Education, 37(7), 1140-1165. DOI: https://doi.org/10.1080/09500693.2015.1022624

Nilsson, P., & Karlsson, G. (2019). Capturing student teachers’ pedagogical content knowledge (PCK) using CoRes and digital technology. International Journal of Science Education, 41(4), 419-447. DOI: https://doi.org/10.1080/09500693.2018.1551642

Ottogalli, M. E., & Bermudez, G. M. (2024). A PCK-mapping approach to show the integration among components of the pedagogical content knowledge of elementary education teacher educators about biodiversity. Teaching and Teacher Education, 151, 104746. DOI: https://doi.org/10.1016/j.tate.2024.104746

Özden, M., (2008). The effect of content knowledge on pedagogical content knowledge: The case of teaching phases of matters. Educational Sciences: Theory and Practice, 8(2), 633-645.

Özmen, K. (2024). Health science students’ conceptual understanding of electricity: misconception or lack of knowledge? Research in Science Education, 54(2), 225-243. DOI: https://doi.org/10.1007/s11165-023-10136-3

Padilla, K., & van Driel, J. (2011). The relationships between PCK components: the case of quantum chemistry professors. Chemistry Education Research and Practice, 12(3), 367-378. DOI: https://doi.org/10.1039/C1RP90043A

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, 261-284. DOI: https://doi.org/10.1007/s11165-007-9049-6

Park, S., & Chen, Y.C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49(7), 922-941. DOI: https://doi.org/10.1002/tea.21022

Park, S., & Suh, J. K. (2019). The PCK map approach to capturing the complexity of enacted PCK (ePCK) and pedagogical reasoning in science teaching. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science, (pp. 187-199). Springer. DOI: https://doi.org/10.1007/978-981-13-5898-2_8

Park, S., Choi, A., & Reynolds, W. M. (2020). Cross-national investigation of teachers’ pedagogical content knowledge (PCK) in the US and South Korea: what proxy measures of teacher quality are related to PCK? International Journal of Science Education, 42(15), 2630-2651. DOI: https://doi.org/10.1080/09500693.2020.1823046

Pitjeng-Mosabala, P., & Rollnick, M. (2018). Exploring the development of novice unqualified graduate teachers’ topic-specific PCK in teaching the particulate nature of matter in South Africa’s classrooms. International Journal of Science Education, 40(7), 742-770. DOI: https://doi.org/10.1080/09500693.2018.1446569

Reynolds, W. M., & Park, S. (2021). Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 58(5), 721-748. DOI: https://doi.org/10.1002/tea.21676

Schiering, D., Sorge, S., Keller, M. M., & Neumann, K. (2023). A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK? Journal of Research in Science Teaching, 60(1), 136-163. DOI: https://doi.org/10.1002/tea.21793

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Sickel, A. J. (2012). Examining beginning biology teachers’ knowledge, beliefs, and practice for teaching natural selection [Unpublished doctoral dissertation]. University of Missouri.

Sickel, A. J., & Friedrichsen, P. (2018). Using multiple lenses to examine the development of beginning biology teachers’ pedagogical content knowledge for teaching natural selection simulations. Research in Science Education, 48, 29-70. DOI: https://doi.org/10.1007/s11165-016-9558-2

Stender, A., Brückmann, M., & Neumann, K. (2017). Transformation of topic-specific professional knowledge into personal pedagogical content knowledge through lesson planning. International Journal of Science Education, 39(12), 1690-1714. DOI: https://doi.org/10.1080/09500693.2017.1351645

Uşak, M. (2009). Preservice science and technology teachers’ pedagogical content knowledge on cell topics. Educational Sciences: Theory & Practice, 9(4), 2033-2046.

Usak, M., Ozden, M., & Eilkıs, I. (2011). A case study of beginning science teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) of teaching chemical reaction in Turkey. European Journal of Teacher Education Aquatic, 34(4), 407–429. DOI: https://doi.org/10.1080/02619768.2011.592977

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