The purpose of this descriptive case study was to develop pre-service chemistry teachers’ Technological Pedagogical Science Knowledge (TPASK) through novel computational chemistry modules. The study consisted of two phases starting with designing a computational chemistry based learning environment followed by a case study where students’ perceptions towards educational computational chemistry were explored. First, we designed an authentic research-based chemistry learning module that supported problem-based learning through the utilisation of computational chemistry methods suitable for pre-service chemistry education. The objective of the learning module was to promote learning of specific chemistry knowledge and development of scientific skills. Systematic design decisions were made through the TPASK framework. The learning module was designed for a third-year physical chemistry course taken by pre-service chemistry teachers in Chile. After the design phase, the learning module was implemented in a course, and students’ perceptions were gathered using semi-structured group interviews. The sample consisted of 22 pre-service chemistry teachers. Data were analysed through qualitative content analysis using the same TPASK framework employed in the learning module design. Based on our findings, pre-service chemistry teachers first acquired Technological Scientific Knowledge (TSK) and then developed some elements of their TPASK. Besides, they highly appreciated the combination of student-centred problem-based learning and the use of computational chemistry tools. Students felt the educational computational learning environment supported their own knowledge acquisition and expressed an interest in applying similar learning environments in their future teaching careers. This case study demonstrates that learning through authentic real-world problems using educational computational methods offers great potential in supporting pre-service teachers’ instruction in the science of chemistry and pedagogy. For further research in the TPASK framework, we propose there would be significant benefit from developing new learning environments of this nature and evaluating their utility in pre-service and in-service chemistry teacher's education.

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通过教育计算化学发展技术教学科学知识：职前化学老师的认知案例研究

本描述性案例研究的目的是通过新颖的计算化学模块来发展职前化学教师的技术教育科学知识（TPASK）。该研究包括两个阶段，首先是设计基于计算化学的学习环境，然后是案例研究，其中探讨了学生对教育计算化学的看法。首先，我们设计了一个可靠的基于研究的化学学习模块，该模块通过利用适用于职前化学教育的计算化学方法来支持基于问题的学习。学习模块的目的是促进对特定化学知识的学习和科学技能的发展。通过TPASK框架做出系统的设计决策。该学习模块是为智利的职前化学老师开设的第三年物理化学课程设计的。在设计阶段之后，将在课程中实施学习模块，并使用半结构化的小组访谈收集学生的看法。样本由22名职前化学老师组成。使用与学习模块设计相同的TPASK框架，通过定性内容分析对数据进行了分析。根据我们的发现，职前化学老师首先获得了技术科学知识（TSK），然后开发了他们的TPASK的一些要素。此外，他们高度赞赏以学生为中心的基于问题的学习与计算化学工具的结合使用。学生感到教育计算学习环境支持他们自己的知识获取，并表示有兴趣在未来的教学职业中应用类似的学习环境。该案例研究表明，使用教育性计算方法通过解决真实的现实世界中的问题而进行的学习在支持化学和教育学领域的职前教师教学方面具有巨大潜力。为了在TPASK框架中进行进一步研究，我们建议开发这种性质的新学习环境并评估其在职前和职中化学教师教育中的效用将带来显着收益。该案例研究表明，使用教育性计算方法通过解决真实的现实世界中的问题而进行的学习在支持化学和教育学领域的职前教师教学方面具有巨大潜力。为了在TPASK框架中进行进一步研究，我们建议开发这种性质的新学习环境并评估其在职前和职中化学教师教育中的效用将带来显着收益。该案例研究表明，使用教育性计算方法通过解决真实的现实世界中的问题而进行的学习在支持化学和教育学领域的职前教师教学方面具有巨大潜力。为了在TPASK框架中进行进一步研究，我们建议开发这种性质的新学习环境并评估其在职前和职中化学教师教育中的效用将带来显着收益。