Developing Pedagogical Content Knowledge in Preservice Science Teachers through Microteaching Lesson Study

Abstract

The focal point of this study is to investigate the development of pedagogical content knowledge through focusing on the problems that preservice science teachers run through in “Heat and Temperature” subject of the science course curriculum. One of the qualitative research designs, case study has been benefited in this study. The members of the study group have been chosen from preservice science teachers of the education faculty through deviant case sampling which is one of the purposive methods. The pedagogical developments of the teacher candidates are to be evaluated by recording microteaching practices in “Heat and Temperature” subject within “Special Teaching Methods- II” course. While analyzing data, frequency and percentage values which are two of the descriptive statistics have been benefited. According to the results, it is seen that microteaching practices contribute a lot to the pedagogical content knowledge of preservice science teachers the content knowledge of whom are high in terms of teaching a concept or principle and the content knowledge of whom are high and low in terms of ending and evaluation the course.