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The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers
Chemistry Education Research and Practice ( IF 3 ) Pub Date : 2017-10-11 00:00:00 , DOI: 10.1039/c7rp00165g
Fatma Nur Akın 1, 2, 3, 4, 5 , Esen Uzuntiryaki-Kondakci 1, 2, 3, 4, 5
Affiliation  

We examined the interactions among pedagogical content knowledge (PCK) components of novice and experienced chemistry teachers in teaching reaction rate and chemical equilibrium topics in this qualitative multiple-case design study. For this aim, three chemistry teachers who had different levels of teaching experience in chemistry teaching were selected through a process of purposeful sampling. Multiple types of data were gathered through more than two months. In order to collect and triangulate data, a card-sorting activity, a Content Representation (CoRe) tool, semi-structured interviews, observation of instruction, and field notes were utilized. Data were analyzed through three approaches: in-depth analysis of explicit PCK, the enumerative approach, and constant comparative methods. The results revealed eight characteristics of the interactions of the PCK components: (a) the novice teacher's orientations towards science, in contrast to the experienced teachers’, were more broad and non-specific, which impeded the interactions among the components, (b) the interplay of the PCK components was idiosyncratic and topic specific, (c) the novice teacher's PCK maps were fragmented while the experienced teachers’ PCK maps were integrated, (d) the experienced teachers, in contrast to the novice teacher, interacted more than two PCK components in most of their teaching fragments, (e) knowledge of learner, knowledge of curriculum and knowledge of instructional strategies were central in the interplays of all teacher maps, (f) the experienced teachers were more successful than the novice teacher in translating their knowledge into practice in terms of the integration among PCK components, (g) teacher self-efficacy appeared to play a role in their use of PCK components and constructing interactions among them, and (h) all teachers taught the same topics with similar lesson plans and the same instructional materials; however, they differed in terms of how they connect the PCK components. Implications and suggestions for teacher education and science education research are presented.

中文翻译:

新手和经验丰富的化学老师的反应速率和化学平衡主题中的教学内容知识各组成部分之间相互作用的性质

在这个定性的多案例设计研究中,我们研究了新手和经验丰富的化学老师的教学内容知识(PCK)组件之间的相互作用,以教授反应率和化学平衡主题。为此,通过有目的的抽样过程,选出了三位在化学教学中具有不同教学经验的化学老师。经过两个多月的时间,收集了多种类型的数据。为了收集和分类数据,使用了卡片分类活动,内容表示(CoRe)工具,半结构化访谈,指导性观察和现场笔记。通过三种方法分析数据:深入分析显式PCK,枚举方法和恒定比较方法。(f)经验丰富的老师比新手老师更能成功地将知识转化为实践,从而实现了PCK组件之间的整合;(g)老师的自我效能似乎在他们使用PCK组件和建立相互之间的互动方面发挥了作用他们;(h)所有的老师都用相同的教学计划和相同的教学材料讲授了相同的主题;但是,它们在连接PCK组件的方式方面有所不同。提出了对教师教育和科学教育研究的启示和建议。但是,它们在连接PCK组件的方式方面有所不同。提出了对教师教育和科学教育研究的启示和建议。但是,它们在连接PCK组件的方式方面有所不同。提出了对教师教育和科学教育研究的启示和建议。
更新日期:2017-10-11
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