What Sequence Do We Follow in Teaching Concepts in Chemistry? A Study of High School Physical Science Teachers' PCK

Autor/in	Sibanda, Doras
Titel	What Sequence Do We Follow in Teaching Concepts in Chemistry? A Study of High School Physical Science Teachers' PCK
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 22 (2018) 2, S.196-208 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2018.1484408
Schlagwörter	Teaching Methods; Chemistry; Science Instruction; Secondary School Science; Secondary School Teachers; Science Teachers; Pedagogical Content Knowledge; Foreign Countries; Knowledge Base for Teaching; Teacher Characteristics; Statistical Analysis; Scientific Concepts; Models; Interviews; Surveys; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Ausland; Teaching theory; Theory of teaching; Unterrichtstheorie; Statistische Analyse; Analogiemodell; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The purpose of this study was to explore whether chemistry lesson sequences can indicate the level of teachers' pedagogical content knowledge (PCK). The sequencing of lessons for teaching chemical bonding is taken as the case for this study. The correct sequencing of concepts in teaching chemical bonding is key to learners' conceptual understanding of the topic. The study was located within an interpretive paradigm and employs content representations (CoRes) as an analytical tool. To understand the motivation for and the nature of teachers' lesson sequences, one-on-one semi-structured interviews were conducted with 11 teachers who had previously participated in a questionnaire survey (n = 227). To gain insight into teachers' knowledge of teaching chemical bonding, the interview protocol included questions on steps teachers take when preparing to teach the topic, the order in which sub-topics are scheduled and the effect of learner difficulties on lesson sequencing. The findings indicate that lesson sequences can give insights into the nature of high school teachers' chemistry knowledge. Results of one-way analysis of variance of the questionnaire responses showed that the location and resourcing of the school have an impact on whether teachers use teaching sequences prescribed by the textbook. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01