An investigation of primary school teachers' pck towards science subjects usi̇ng an inquiry-based approach

The purpose of this study is to determine the pedagogical content knowledge of primary school teachers in basic science topics. Case study, which is one of the qualitative research approach designs, was used in the study. The study group consisted of 4 primary school teachers working in various residential areas of Tokat in 2015-2016 academic year. In determining the study group, adopted a learning approach based on inquiry, which was determined by 2013 science classes curriculum, was taken as the basis, and the criteria sampling technique was used in selecting the teachers. The pedagogical content knowledge of the primary school teachers participating in the study was investigated with observations, interviews and document analysis methods. For this purpose, an observation form, an interview form, content representation form, PaP-eRs, card sorting task, concept maps and drawings were used together with data diversity analyses. The data obtained in the study were analyzed with descriptive and content analysis methods, and the NVIVO 10 qualitative analysis program was used in the analyses. According to the analyses, it was observed that pedagogical content knowledge and subject matter knowledge were related with each other, and the missing points in subject matter knowledge affected the pedagogical content knowledge. In addition, it was also found that the components that constituted the pedagogical content knowledge were interrelated; however, experience in profession was not influential on pedagogical content knowledge. According to another result obtained in the study, the teachers, who participated in the study, did not have adequate knowledge on inquiry-based learning approach, and this affected their pedagogical content knowledge. It was also observed that the administration of the school and the profile of the parents were influential on negative considerations of primary school teachers about inquiry-based learning approach. Several recommendations have been made based on the findings obtained in the study. In this context, in-service trainings may be organized for primary school teachers to introduce inquiry-based learning approach, mechanisms may be established to audit conceptual knowledge and concept development, and the intra-classroom practices of some teachers may be disseminated in platforms to be used by other teachers. When the fact that this study was conducted with primary school teachers on certain units is considered, it may be recommended to future researchers to conduct similar studies in a wider spectrum. Various studies that investigate the perception of the pedagogical content knowledge of primary school teachers by students, parents, and school administrations may also be conducted.