The Effects of Problem Based Learning on Development of Preservice Science Teachers’ Pedagogical Content Knowledge

The aim of this study is to examine the effect of problem based learning (PBL) on progress of preservice science teachers in pedagogical content knowledge (PCK). Progress of preservice teachers in PCK was examined in the context of orientations toward teaching , curriculum, student understanding, instructional strategies and representations and knowledge of assessment. The research was conducted with 60 preservice teachers (experimental group, n = 30 and control group, n = 30) who were in the third year at the department of science teaching at a state university in ？stanbul. The experimental group formalised the construction of PCK through practises of PBL whereas the ones in the control group did it through practises of lecturer. The data was collected via Test of Orientation in Science Teaching and Form of Teaching Representation. The data was analyzed via techniques of descriptive and content analysis. Results indicated that the preservice teachers who carried out the construction of PCK through PBL had made more progress than the ones in the control group. Thus, the efficient blending of major area courses in undergraduate period would make a great contribution to vocational development of preservice science teachers