Sosyobilimsel argümantasyona yönelik pedagojik alan bilgisi (PAB) bileşenlerinin etkileşimindeki değişimin incelenmesi: Deneyimlerin etkisi

The purpose of this research is to examine how elementary teachers' learning and teaching experiences seniority change pedagogical content knowledge (PCK) integrations for socioscientific argumentation. PCK Mapping, which a pictorial methodology approach, was used achieve these aims. This multiple case study, one the qualitative patterns. In lasted total 10 weeks, five teachers were included in process related argumentation PCK. data collected from all participants through lesson plan interview protocol at beginning end course. Data applications have been appropriately integrated subcategorized according components. These analysed in-depth analysis explicit PCK, inductive method, enumerative mapping constant comparative method. results revealed that contributed different ways integration Experiences increased importance students’ understanding. Furthermore, it determined while course less affected with little professional experience, more experience. view processes, threshold can be mentioned has an idiosyncratic nature. educational implications results, discussed light existing literature, also mentioned.