Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change

Autor/inn/en	Wu, Meng-Yang M.; Yezierski, Ellen J.
Titel	Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change
Quelle	In: Chemistry Education Research and Practice, 24 (2023) 1, S.245-262 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Meng-Yang M.) ORCID (Yezierski, Ellen J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Secondary School Teachers; Science Teachers; Chemistry; Self Efficacy; Concept Formation; Introductory Courses; Educational Change; Teaching Methods; Faculty Development; Teacher Attitudes; Evidence; Models; Attitude Change + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Self-efficacy; Selbstwirksamkeit; Concept learning; Begriffsbildung; Einführungskurs; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Evidenz; Analogiemodell; Attitudinal change; Einstellungsänderung
Abstract	Despite years of research and practice inspired by chemistry education research, a recent report shows that US secondary instruction is not aligned with current national reform-based efforts. One means to mitigate this discrepancy is focusing on pedagogical conceptual change, its precursors (higher selfefficacy and pedagogical discontentment), and the subtleties of its mechanisms (assimilation and accommodation). In this study, we investigate the final reflections of participants (N = 35) who completed our professional development program known as the VisChem Institute (VCI). Our results show that Johnstone's triangle as well as evidence, explanations, and models can be conducive for stimulating pedagogical discontentment among VCI teachers who exhibit higher self-efficacy. In addition, how VCI teachers assimilate and/or accommodate reform-based chemistry teaching ideas problematizes conventional assumptions, broadens application of novel theories, and is germane to introductory chemistry learning environments across the world. Implications and recommendations for chemistry instruction and research at both secondary and tertiary levels are discussed. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01