Kimya Öğretmenlerinin Pedagojik Muhakemelerinin Öğretim Döngüsü Boyunca Değerlendirilmesi

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Being regarded as a part of pedagogical content knowledge, science education research community has not reached a consensus about the ways how to measure pedagogical reasoning. As an early attempt to address that issue, the aim of this research is to evaluate chemistry teachers’ pedagogical reasoning during planning-teaching-reflecting parts of a lesson related to nature of equilibrium in chemical reactions. Data on pedagogical reasoning that underlies teachers’ instructional decisions and teaching actions were collected by pre- and post-observation interviews and stimulated recall interviews. Responses that teachers gave to interview questions were analyzed by evaluation criteria suggested to measure pedagogical reasoning, and results were scored accordingly. Results of this research show that the extent of chemistry teachers’ pedagogical reasoning is nearly 50 percent. As planning is the part that contributes the most to that value, reflecting is the part that contributes the least. Pedagogical reasoning dimensions in teaching and reflecting decreased from curriculum saliency to students’ understanding of science. However, pedagogical reasoning dimensions in planning did not show an important change. The lowest score gained by participants was students’ understanding of science dimension, and the highest one was the dimension of curriculum saliency. Recommendations for chemistry teacher education and pedagogical content knowledge and pedagogical reasoning research are presented.