The aim of this study was to determine how a learning and teaching experience, which related to socioscientific argumentation and pedagogical content knowledge (PCK), changed elementary teachers' views of teaching with socioscientific argumentation, as well as the change in their PCK and instructional practices. Five teachers studying for the classroom-teaching master's degree program of a foundation university in Turkey were included in the study, which lasted for a total of 10 weeks. Interviews to determine the PCK of these elementary teachers were first conducted, and their instructional practices were observed. Then, teachers attended a course related to socioscientific argumentation and PCK. Finally, PCK interviews were conducted for a second time with all the teachers and their instructional practices were observed again. The qualitative data collected from the study were analyzed by inductive content analysis, based on the constant comparative method. Classroom observations were evaluated with an analytical evaluation rubric. The results revealed that the learning and teaching experience undergone by the participating teachers improved the following components of their PCK: orientations (OTS), students' understanding (KSU), instructional strategies (KISR), and knowledge of assessment (KAS). After the course, strong interactions occurred among all the components, with the exceptions of knowledge of curriculum and knowledge of assessment. Furthermore, teacher efficacy, which is an effective element of PCK, is embedded in the components of KSU and KISR of the PCK for socioscientific argumentation. Therefore, it was concluded that the PCK for socioscientific argumentation of the participating elementary teachers improved while both learning and teaching.

中文翻译：

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社会科学论证中小学教师教学内容知识的调查：学与教体验的影响

本研究的目的是确定与社会科学论证和教学内容知识 (PCK) 相关的学习和教学经验如何改变小学教师对社会科学论证教学的看法，以及他们的 PCK 和教学实践的变化. 研究包括在土耳其一所基础大学的课堂教学硕士学位课程学习的五名教师，共持续了10周。首先进行了确定这些小学教师 PCK 的访谈，并观察了他们的教学实践。然后，教师参加了与社会科学论证和 PCK 相关的课程。最后，对所有教师进行了第二次 PCK 访谈，并再次观察了他们的教学实践。从研究中收集的定性数据基于恒定比较方法通过归纳内容分析进行分析。课堂观察采用分析性评价标准进行评价。结果显示，参与教师所经历的学与教经验改善了他们 PCK 的以下组成部分：定向 (OTS)、学生的理解 (KSU)、教学策略 (KISR) 和评估知识 (KAS)。课程结束后，除课程知识和评估知识外，所有组成部分之间都发生了强烈的互动。此外，作为 PCK 有效要素的教师效能嵌入在 PCK 的 KSU 和 KISR 的组成部分中，用于社会科学论证。所以，