TY  - JOUR
TI  - Science-specific pedagogical content knowledge: A model for early childhood teachers' professional development
AB  - The aim of this study is to create a hybrid model for pedagogical content knowledge specific to preschool science education, based on pedagogical content knowledge models in the literature and factors affecting early childhood science education. In this respect, a holistic model was presented by examining the literature on the nature of preschool science education and the historical development of pedagogical content knowledge structure. This model defines the pedagogical knowledge fields that preschool teachers are expected to have for a qualified science education and their professional competencies in these fields. Defining a structure for pedagogical content knowledge in preschool science education provides a framework that will support the process of targeting the points that can empower teachers and producing content for this. The model can be used in the processes of determining teacher competencies in science education, developing a measurement tool in this field, and organizing teacher education content.
AU  - yılmaz, melek merve
AU  - Dikici Sigirtmac, Ayperi
DO  - 10.24130/eccd-jecs.1967202151371
PY  - 2021
JO  - Erken Çocukluk Çalışmaları Dergisi
VL  - 5
IS  - 2
SN  - 2564-7601
SP  - 622
EP  - 648
DB  - TRDizin
UR  - http://search/yayin/detay/1127339
ER  -