Nuclear magnetic resonance (NMR) spectroscopy is an essential analytical tool in chemistry, and the technique is routinely included as a topic across the undergraduate chemistry curriculum. As a result of NMR's importance, classroom instruction of this topic has received considerable attention in chemistry education research. However, little is known about instructors’ knowledge for teaching this topic. In order to better understand this knowledge, we investigated topic-specific pedagogical content knowledge in ¹H NMR spectroscopy among 20 chemistry teaching assistants at a large Midwestern university in the United States. A questionnaire was developed to provide an inferential measure of content knowledge and topic-specific pedagogical content knowledge in ¹H NMR spectroscopy for participants with a range of teaching experience. Data from the questionnaire were analyzed qualitatively and quantized using a rubric. The quantitative data were transformed using the Rasch model and statistically analyzed. Results from these analyses indicate that pedagogical content knowledge increased with teaching experience in ¹H NMR spectroscopy, suggesting that knowledge for teaching this topic is developed through practice. Additionally, the development of pedagogical content knowledge was found to depend upon content knowledge required for specific NMR sub-topics and problems. This finding suggests that the ultimate “grain-size,” or domain-specificity, of pedagogical content knowledge may extend to the problem level. Results from this study have implications for how instructors may cultivate knowledge for teaching NMR spectroscopy, as well as for how pedagogical content knowledge may be more effectively incorporated into instructor training programs.

中文翻译：

---

¹ H NMR光谱学中 助教特定主题的教学内容知识

核磁共振（NMR）光谱是化学中必不可少的分析工具，该技术通常作为整个本科化学课程的主题包含在内。由于NMR的重要性，该主题的课堂教学在化学教育研究中受到了极大的关注。但是，关于教师在教授该主题方面的知识知之甚少。为了更好地理解此知识，我们在美国中西部一所大型大学的20位化学助教中调查了¹ H NMR光谱学中特定主题的教学内容知识。问卷被开发，以提供内容的知识和主题的具体教学内容知识的推理措施¹1 H NMR光谱学，适用于具有丰富教学经验的学员。对来自调查表的数据进行定性分析，并使用专栏进行量化。使用Rasch模型转换定量数据并进行统计分析。这些分析的结果表明，教学内容知识随着^1年的教学经验而增加1 H NMR光谱学表明，通过实践可以开发出用于教授该主题的知识。此外，发现教学内容知识的发展取决于特定NMR子主题和问题所需的内容知识。这一发现表明，教学内容知识的最终“粒度”或领域特定性可能会扩展到问题级别。这项研究的结果对教师如何培养用于教授NMR光谱学的知识以及如何将教学内容知识更有效地纳入教师培训计划具有影响。