Examining a Science Teacher's Pedagogical Content Knowledge: Interactions among Components through an Alternative Mapping Approach
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| Title: | Examining a Science Teacher's Pedagogical Content Knowledge: Interactions among Components through an Alternative Mapping Approach |
|---|---|
| Language: | English |
| Authors: | Burak Çaylak (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2026 14(1):86-110. |
| Availability: | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Science Teachers, Pedagogical Content Knowledge, Grade 7, Physics, Science Instruction, Energy, Academically Gifted, Private Schools, Middle School Students |
| ISSN: | 2147-611X |
| Abstract: | This study investigates the interaction of a science teacher's pedagogical content knowledge (PCK) components during the instruction of seventh-grade physics topics--work/energy and simple machines. It aims to explore how these components interconnect and influence instructional practices, particularly in the context of teaching gifted students. The study employed a qualitative research design, using classroom observations as the primary data source. It utilized the Alternative Mapping Approach (AMA), an adaptation of Park and Chen's (2012) mapping-out method, to analyze PCK interactions. Content analysis and the constant comparative method were applied to interpret the data and construct detailed PCK interaction maps. The study yielded four key findings. First, PCK interaction maps are topic-specific and differ in complexity and structure. Second, student-related factors--such as learning difficulties, misconceptions, and characteristics of gifted learners--significantly influenced pedagogical decisions. Third, the teacher's knowledge of instructional strategies played a central role in initiating interactions, while knowledge of learners was crucial in addressing instructional challenges. Lastly, contextual factors, particularly the needs of gifted students, required enrichment activities that demonstrated dynamic interactions between knowledge of curriculum and other PCK components. This study contributes to PCK research by introducing the Alternative Mapping Approach (AMA) as a novel and effective tool for capturing the complexity and sequence of PCK component interactions. It highlights the importance of considering contextual and qualitative dimensions in understanding how PCK is enacted in real classroom settings, particularly in differentiated instruction for gifted learners. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494312 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1494312 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1494312 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Examining a Science Teacher's Pedagogical Content Knowledge: Interactions among Components through an Alternative Mapping Approach – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Burak+Çaylak%22">Burak Çaylak</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1734-7639">0000-0002-1734-7639</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jale+Çakiroglu%22">Jale Çakiroglu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1014-7650">0000-0002-1014-7650</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+in+Mathematics%2C+Science+and+Technology%22"><i>International Journal of Education in Mathematics, Science and Technology</i></searchLink>. 2026 14(1):86-110. – Name: Avail Label: Availability Group: Avail Data: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 25 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Energy%22">Energy</searchLink><br /><searchLink fieldCode="DE" term="%22Academically+Gifted%22">Academically Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Schools%22">Private Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2147-611X – Name: Abstract Label: Abstract Group: Ab Data: This study investigates the interaction of a science teacher's pedagogical content knowledge (PCK) components during the instruction of seventh-grade physics topics--work/energy and simple machines. It aims to explore how these components interconnect and influence instructional practices, particularly in the context of teaching gifted students. The study employed a qualitative research design, using classroom observations as the primary data source. It utilized the Alternative Mapping Approach (AMA), an adaptation of Park and Chen's (2012) mapping-out method, to analyze PCK interactions. Content analysis and the constant comparative method were applied to interpret the data and construct detailed PCK interaction maps. The study yielded four key findings. First, PCK interaction maps are topic-specific and differ in complexity and structure. Second, student-related factors--such as learning difficulties, misconceptions, and characteristics of gifted learners--significantly influenced pedagogical decisions. Third, the teacher's knowledge of instructional strategies played a central role in initiating interactions, while knowledge of learners was crucial in addressing instructional challenges. Lastly, contextual factors, particularly the needs of gifted students, required enrichment activities that demonstrated dynamic interactions between knowledge of curriculum and other PCK components. This study contributes to PCK research by introducing the Alternative Mapping Approach (AMA) as a novel and effective tool for capturing the complexity and sequence of PCK component interactions. It highlights the importance of considering contextual and qualitative dimensions in understanding how PCK is enacted in real classroom settings, particularly in differentiated instruction for gifted learners. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1494312 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1494312 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 86 Subjects: – SubjectFull: Science Teachers Type: general – SubjectFull: Pedagogical Content Knowledge Type: general – SubjectFull: Grade 7 Type: general – SubjectFull: Physics Type: general – SubjectFull: Science Instruction Type: general – SubjectFull: Energy Type: general – SubjectFull: Academically Gifted Type: general – SubjectFull: Private Schools Type: general – SubjectFull: Middle School Students Type: general Titles: – TitleFull: Examining a Science Teacher's Pedagogical Content Knowledge: Interactions among Components through an Alternative Mapping Approach Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Burak Çaylak – PersonEntity: Name: NameFull: Jale Çakiroglu IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-electronic Value: 2147-611X Numbering: – Type: volume Value: 14 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Education in Mathematics, Science and Technology Type: main |
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