A new perspective on pedagogical content knowledge: Intellectual and emotional characteristics of science teachers

Abstract

The purpose of this study was to analyze the development of pedagogical content knowledge (PCK) of science teachers with diff erent teaching experience on acids and bases and off er new domains of PCK which describe the relationship between PCK and emotional characteristics of teachers and their intellectual knowledge in science teaching. The research was carried out with the participation of six science teachers with diff erent teaching experience. In the selection of participants, teaching the subject of acids and bases at least once, three and ten times, and being willing to participate in the study were the required criteria. Face to face interviews, videos and classroom observation forms, a pedagogical content knowledge form and academic follow-up forms are the assessment tools that were used in the study. It was found out that the teachers’ intellectual knowledge and positive emotional characteristics contributed to their pedagogical content knowledge. Teachers who were able to create eff ective learning environments with suffi cient level of intellectual knowledge and positive emotional characteristics had more qualifi ed pedagogical content knowledge. These properties had a signifi cant role in students’ understanding.