Examining science teacher's pedagogical content knowledge on the subject of mater and heat

The objective of this research is examining pedagogical content knowledge of science teachers that have different years of teaching experience on the subject of 'matter and heat'. This study prefers case study approach. Participants were selected with maximum variation sampling method which is one of the purposeful sampling. Three science teachers with the teaching experiences of two years, six years and twelve years and who teach in cental district have contributed to the study. The study is employed in Kırşehir in 2014-2015 academic year. Triangulaiton wasutilized in collecting data. The data is derived through the application of 'heat and temperature test' with three steps, observations, interviews and document analysis according to the aim of this research. The data obtained is analyzed via a content analysis. As a result of analyzing qualitative data, it is suggested that teaching experience of science teachers has no effect on their pedagogical content knowledge. The teachers were observed to have insufficient content knowledge about matter and heat and especially have misconception on heat. It was found that orientations of teachers towards science teaching does not influence other components of pedagogical content knowledge (teaching strategies knowledge, estimation of students learning knowledge, measurement and evaluation knowledge and curriculum knowledge). It was also identified that the teachers generally use lecturing and question-answers in teaching the unit of heat and the least experienced one has student orientation while the others have teacher orientation in their teaching. It is observed that all the teachers have trouble in detecting and solving misconceptions, effectively using alternative measurement and evaluation techniques and determining subject-specific teaching methods. As a result of findings, suggestions are given for teacher preparation programs, subject-area researchers, school management and in-service teacher training providers. Keywords: pedagogical content knowledge, mater and heat, teaching experience, science teachers