School-Related Content Knowledge in Organic Chemistry--How Does the Students' Rating of Their Perceived Relevance of Tasks Differ between Bachelor and Master Studies?

Autor/inn/en	Hermanns, Jolanda; Keller, David
Titel	School-Related Content Knowledge in Organic Chemistry--How Does the Students' Rating of Their Perceived Relevance of Tasks Differ between Bachelor and Master Studies?
Quelle	In: Journal of Chemical Education, 98 (2021) 3, S.763-773 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hermanns, Jolanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Organic Chemistry; Science Instruction; Knowledge Level; Preservice Teacher Education; Science Teachers; Foreign Countries; Preservice Teachers; Pedagogical Content Knowledge; Relevance (Education); Undergraduate Students; Germany + Suchen Sie Ihr Suchwort? Organische Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wissensbasis; Lehramtsstudiengang; Lehrerausbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Pädagogische Kompetenz; Relevance; Relevanz; Deutschland
Abstract	In this paper the development, use, and evaluation of tasks based on the construct of school-related content knowledge are described. The tasks were used in seminars on organic chemistry for bachelor and master preservice chemistry teachers at a German university. For the evaluation a questionnaire with open and closed items was used. The tasks were rated by the preservice chemistry teachers as relevant for their future profession as a chemistry teacher if the content of the tasks is part of the school curriculum. If the content does not belong to the school curriculum, they rated the nature of the tasks still as relevant; they seem to recognize the importance of conceptual knowledge for their future profession. However, the master's preservice teachers argued with this conceptual knowledge more often than the bachelor's preservice teachers. Although the study is cross-sectional, a certain shift from the focus on the content to conceptual knowledge from bachelor's to master's preservice teachers can be observed. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01