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The purpose of this study was to delve into the interaction between pre-service chemistry teachers' pedagogical content knowledge (PCK) and content knowledge (CK) while teaching electrochemistry. Two pre-service chemistry teachers enrolled in practice teaching course in chemistry education program participated in the study. All PCK components were included in the current study. Qualitative methodology was used and the participants were selected through purposeful sampling. Data were collected through electrochemistry content test, Content Representation (CoRe), semi-structured interviews, video stimulated recall interviews, classroom observations and field notes. Results indicated that the level of CK impacted PCK: basic level of CK is a prerequisite for developing PCK, while a high CK does not guarantee a high PCK to the same extent. Pre-service teachers with weak content knowledge had problems in recognizing students' possible misconceptions, using vertical and horizontal relations in the curriculum and using the topic-specific instructional strategies effectively. The level of content knowledge did not have a strong impact on choice of subject-specific instructional strategies, assessing students' understanding, and science teaching orientations of pre-service teachers. This study highlights that the quality of PCK depends on the interaction between content knowledge and the components of PCK. From a methodological perspective, this study demonstrates the possibility of making pre-service teachers' PCK more accessible by utilizing video stimulated recall interviews. Implications for pre-service teacher education aim to support pre-service teachers to establish a bridge between their content knowledge and teaching knowledge through teacher education program.

Integrated Science, Technology, Engineering, and Mathematics (STEM) education has gained popularity worldwide. With the twenty-first century's different economic, political, and societal needs, nations intend to train citizens as better problem solvers. The current integrated STEM movement has influenced science curriculum documents and science teaching and learning to address those issues. To attain the goals of recent reform, teachers' understanding of the essential characteristics of integrated STEM education and learning implementation of the STEM activities with engineering design challenges are required. The related literature has stated that teachers' voices should be heard to address their needs through professional development (PD). In light of that point, in this needs assessment study, we intended to determine in-service chemistry teachers' expectations from and needs for implementing integrated STEM education. Data were collected from 112 chemistry teachers via open-ended questions. Results showed that most of the teachers stated that they expect to experience integrated STEM activities with their active participation through PDs. Additionally, the participants highlighted their expectations from a PD design to learn what integrated STEM education is and its essential features. Learning how to integrate STEM activities into lessons, developing integrated STEM lesson plans, and interdisciplinary chemistry teaching were other participants' expectations. Examples of participants' needs were learning implementation of integrated STEM education, integrating chemistry with STEM disciplines, finding chemistry-based STEM activities, and learning engineering design process and product. In order to reach PDs' goals set, first of all, teachers' needs for and expectations from the PDs should be determined regarding the STEM approach and then the PDs in which the teachers take a role as active participants should be organized.

This study aimed to capture the development of interaction among the components of pre-service chemistry teachers' enacted PCK throughout the school experience course. Data were collected from four pre-service teachers using content representation (CoRe), observations, field notes, and semi-structured interviews. Secondary analysis was conducted by re-analyzing the pre-existing data for the previous study (Ekiz-Kiran B., Boz Y. and Oztay E. S., (2021), Development of pre-service teachers' pedagogical content knowledge through a PCK-based school experience course, Chem. Educ. Res. Pract., 22(2), 415-430.) from a different perspective to find out the interaction among the components of pre-service chemistry teachers' enacted PCK. In order to analyze data, we used three approaches: an in-depth analysis of explicit PCK, an enumerative approach, and the constant comparative method. Results were presented as PCK maps, and results indicated that the development of the integration of the PCK components was idiosyncratic. Moreover, the most significant development was seen in the connections between knowledge of curriculum and other components, especially knowledge of assessment. Additionally, knowledge of instructional strategy (KoIS) was the most frequently integrated component with the other PCK components. Implications for research and science teacher education are included.

In this study, 24 experienced in-service teachers' science process skills (SPSs) development and their use of SPSs in their lesson plan through a week-long professional development (PD) supported by the Scientific and Technological Research Council of Turkey (#117B302) were studied. SPSs are important part of scientists' work, scientific literacy, science education, and problem solving. In this research, SPSs were examined under two main categories, (i) basic SPSs and (ii) integrated SPSs. Basic SPSs are prerequisite for development of integrated ones that have also two sub-categories, namely, verification type and authentic experiment design. Through the PD provided by chemistry teacher educators, participant chemistry teachers received a training that balanced both theory and application of inquiry strategy. In the PD, teachers participated in all activities sand conducted all activities that are chemistry experiments based on inquiry. Moreover, during the activities they wrote hypothesis, designed experiments, controlled variables, collected and analyzed the data, and presented their conclusions to other groups. The data were collected through a with 36 multiple choice items. The test was administered as preand post-test. The statistical analysis of the data was performed with SPSS.23 package program. To compare and contrast the scores, paired sample t-test was run. Results revealed that there is a statistically significant difference in teachers' SPSs score in favor of post-test (t=2.508, p <0.05). In the light of the results, it can be suggested that longitudinal PDs should be organized more frequently. Moreover, active participation of teachers into the activities should be provided.

The purpose of this study was to improve the pedagogical content knowledge (PCK) of pre-service chemistry teachers using a school experience course enriched with PCK development tools such as CoRe as a lesson planning form, observations of mentor teachers' teaching by using an observation form prepared based on PCK components, discussion sessions on these observations, and reflections on their teaching. Some valuable results of the study indicated that pre-service teachers' science teaching orientations did not change during the study. However, all participants' knowledge of learners and knowledge of instructional strategies improved by the end of the study. Knowledge of curriculum and knowledge of assessment are the components of PCK in which some pre-service teachers showed no improvement.

This study aimed to examine pre-service teachers' (PST) personal and declarative pedagogical content knowledge (PCK) for integrated science, technology, engineering, and mathematics (STEM) through a 13 week training course. A new model based on research-based practices was proposed. The model includes Learn, Experience, Study with Mentors, and Reflection on own development and learning, and the acronym LESMeR has been coined as the name for this model. The data were collected through Content Representation (CoRe) as pre- and post-lesson plans, semi-structured interviews conducted after the training, and reflection papers written on a weekly basis. Inductive and deductive data analyses were employed. Results revealed that all participants started the training with a topic-specific PCK (PCK A). None of the participants' pre-CoRe included essential features of integrated STEM. However, after the training, eight participants were able to balance among STEM disciplines, and integrated at least two STEM disciplines; this was coded as PCK for integrated STEM (PCK C). Five PSTs showed PCK for integrated STEM development to some extent but they were unable to achieve balance among STEM disciplines; this was coded as transitional PCK (PCK B). Results revealed that PCK for integrated STEM development requires considerable time and support. Implications are provided for integrated STEM education.

Background: Training both pre – and in-service teachers who are capable of planning and enacting engineering design–based science instruction are critical for integrating engineering into K-12 science curricula. Purpose: This study investigates pre-service teachers' efforts to integrate engineering into their lesson plans. Sample: 13 pre-service chemistry teachers, enrolled in a 13-week engineering-infused integrated STEM course, were the participants of the study. Design and Method: Considering the purpose of the study, qualitative design was deemed to be the best fit including qualitative data collected through lesson plans and reflection papers. To assist pre-service teachers' learning, 13-week engineering-infused integrated STEM was started with the information about the engineering profession and how engineers work. Additionally, pre-service teachers engaged in six integrated STEM activities including engineering design cycle. After each activity, the participants were asked to write a reflection paper on what they learned about engineering, the engineering design process, and integrated STEM. Finally, the participants had three chances for analyzing strong and weak integrated STEM lesson plans and planning integrated STEM lesson planning experience with mentors. The pre-and post-course lesson plans (n=26) were analyzed using existing codes from the related literature, which is a deductive coding process. Later, an inductive approach was used to determine the categories of engineering integration into the lesson plans. Four categories (ranging from a complete engineering lesson to a science lesson with no engineering link) were formed. Reflection papers were used to support the findings. Result: The results showed that none of the pre-plans included engineering. However, after participated in a 13-week integrated STEM course, all post-course lesson plans integrated engineering through the use of engineering design processes to some extent. Conclusion: The training with different experiences seems promising for pre-service teachers to learn engineering integration into STEM lesson plans. [ABSTRACT FROM AUTHOR]