Abstract:

The aim of this research is to study the impact of the problem-based learning (PDÖ) approach on the development of the pedagogical field knowledge (PAB) of the science teachers candidates. In the study, the PAB developments in the context of teaching compliance, program, student understanding, teaching strategies and representations and evaluation knowledge of teaching candidates were studied. The research has used an experimental research model with the pre-test - estest control group. This research was conducted with a total of 60 teachers candidates, including 30 experiments, 30 examination groups, who studied in the third class of a state university in the province of Istanbul's science teaching program. In the experiment group, the teachers candidates formed the PAB structures with the PDÖ and the control group, while the teachers candidates formed the teacher's teaching presentations and the student's work. The data is collected using the Science Teaching Compliance Test and the Teaching Representative Form. Imaginary analysis techniques are used in the analysis of data. The findings of the study have shown that the teaching group candidates who conducted the PAB through the PDÖ have improved the PAB structures more than those in the control group. This outcome from the research shows that in the preparation of the Bachelor's Science Teacher's candidate, educators, taking through the PDÖ practices and mixing their pedagogical courses, will make significant contribution to the professional development of teachers' candidates.