Abstract:

The aim of this study is to analyze the experienced chemistry teachers’ (ECTs') pedagogical content knowledge (PCK) about what extent ECTs' using of 9th grade chemistry curriculum, taking into consideration the objectives, goals and acquisitions. The study was designed as a case study, a kind of qualitative research design, and it was performed with 3 ECTs during the spring semester of 2014-2015 education year. The data were collected by observations, interviews and lesson plans. The data were analyzed through constant comparative method and enumerative approach.  It was found that the teachers’ PCK related to the 9th grade chemistry curriculum was not sufficient generally. The teachers did not stick to the curriculum exactly. Instead, they thought that, it was enough to follow the course book, even they could intervene the curriculum if it was necessary according to them. At the same time, it was determined that the teachers were not able to fulfill the aims, goals and acquisitions in the curriculum strictly.

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