Exploring Experienced Chemistry Teachers’ Science- Teaching Orientations (STOs) via a Card-Sorting Task: Physical-Chemical Change Topic Perspective

Year 2019, Volume: 4 Issue: 1, 15 - 26, 31.03.2019

Ayşe Zeynep Şen Canan Nakiboğlu

Abstract

This research focused on the clarification of
science teacher orientations (STOs) as a component of pedagogical content
knowledge via a card-sorting task
containing seven scenarios concerning physical-chemical change topic (PCC)
developed by the authors. This research was designed according to the case
study model as a qualitative research method that’s why four experienced
chemistry teachers who taught in different high schools at ninth grade were
examined in their classes without any manipulations. The data were collected
through card sorting activity. At the end of the research, it was concluded that
the experienced chemistry teachers held different science teaching
orientations. It has also been determined that each teacher
adopts more than one orientation at the same time. They
were in favor of student-centered orientations no matter they perform them in
practice. Clarifying experienced chemistry teachers’ science teaching
orientations with a single instrument cannot be sufficient, instead of it
different instruments should be used.

Keywords

Science teaching orientations, card-sorting task, experienced chemistry teachers

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