The chemistry education aspect of elementary teacher education faces a unique set of challenges. On one hand, preservice and in-service elementary teachers tend to not like chemistry and have negative feelings toward chemistry. On the other hand, learning chemistry requires reasoning about natural phenomena from the submicroscopic perspective that deals with the properties and behaviors of unobservable particles. The present study addresses these challenges in chemistry education for preservice elementary teachers (PSETs) by designing a chemistry curriculum that improves the relevance of chemistry learning to students via intertextuality and modeling practices. An analysis of chemistry representations that PSETs generated before and after taking the designed chemistry course demonstrates that they initially perceived chemistry as vivid chemical changes occurring in lab spaces or a discipline related to atoms while failing to provide connections between the chemical reactions and atoms. After taking the course, many students came to see doing chemistry as epistemic practices that construct submicroscopic explanations for observable phenomena and its relevance to everyday lives such as food, car emissions, and their local surroundings. They also came to recognize various epistemic roles that people play in doing chemistry. We provide important implications for engaging PSETs in chemical reasoning and designing chemistry curricula that are more approachable and build on learners’ knowledge resources.

中文翻译：

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在基于互文性和建模的课程中，对职前基础教师对化学的表示的检查

基础教师教育的化学教育方面面临着一系列独特的挑战。一方面，职前和在职小学教师倾向于不喜欢化学，并对化学有负面的感觉。另一方面，学习化学需要从亚显微学角度对自然现象进行推理，该现象涉及无法观察到的粒子的特性和行为。在化学教育本研究应对这些挑战的职前小学教师（Pset中）通过设计一个化学课程能够提高化学学习的针对性学生通过互文性和建模实践。对参加设计化学课程之前和之后生成的PSET的化学表示的分析表明，他们最初将化学视为在实验室空间或与原子相关的学科中发生的生动的化学变化，但未能提供化学反应和原子之间的联系。学习完该课程后，许多学生开始将化学视为认知实践，对可观察到的现象及其与日常生活的相关性（例如食物，汽车排放物及其周围环境）进行亚微观解释。他们还认识到人们在化学过程中扮演的各种认知角色。