Examination of science teachers' subject matter and pedagogical content knowledge regarding sustainable development

The purpose of this research is to examine the subject and pedagogical content knowledge of science teachers about the sustainable development in the 8th grade science curriculum. For this purpose, case study, one of the qualitative research methods, was used. In the study, data were collected by interviewing 3 science teachers working in secondary schools affiliated to the Ministry of National Education in the central district of Düzce. During the interview, semi-structured interview questions were used to determine the subject and pedagogical content knowledge. Interview questions were prepared for the sustainable development subject. Then, it was arranged and finalized with the examination of the expert who has studies on pedagogical content knowledge. During the interview, a card grouping activity was carried out. Interviews were held during the 2020-2021 academic year. The findings of the study showed that science teachers' knowledge on the subject of sustainable development is limited. It has been observed that science teachers focus on just curriculum objectives and evaluate these objectives through classical test items. In addition, it has been determined that science teachers have difficulties in remembering which units the environmental issues take place in the curriculum, and also they have deficiencies in environmental terms. It has been determined that due to the lack of knowledge in sustainable development, they are insufficient to detect students' possible learning difficulties or lack of prior knowledge. Although they wanted to use student-centered approaches such as field trips for the subjects related to sustainable development, it was determined that they used teacher centered teaching techniques such as questioning, lectures and videos due to their lack of subject content knowledge and necessary protocol that they have to follow. Suggestions on the development of science teachers' subject and pedagogical content knowledge regarding the sustainable development were made.