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Influence of Context on Stoichiometry Conceptual and Algorithmic Subject Matter Knowledge among South African Physical Sciences Teachers
Journal of Chemical Education ( IF 3 ) Pub Date : 2020-03-27 , DOI: 10.1021/acs.jchemed.9b01056
Angela Stott 1
Affiliation  

Teachers’ conceptual subject matter knowledge of stoichiometry is a global concern. Such knowledge is contextually dependent, as is the feasibility of attaining particular outcomes during in-service teacher education workshops. In an attempt to understand what is feasible in various contexts, I explore the relationships between South African physical sciences teachers’ environments, education, and teaching experience and their possession of, and ease with which they learn, various types of stoichiometry knowledge. This is done through the analysis of the pre- and posttest and biographical survey data obtained from 184 teachers who attended a two-day stoichiometry workshop. The findings suggest that teachers teaching in contexts of poverty, particularly when lacking a B.Sc. degree, show a particularly high preference for algorithmic over conceptual knowledge. The success with which the teachers in the sample learned facts about relationships between concepts during the two-day workshop suggests that such an approach could provide an entry point into currently less feasible conceptual learning. No correlation was found between extent of tertiary chemistry study and stoichiometry subject matter knowledge, even for teachers with a B.Sc. degree. Statistically significantly higher levels of stoichiometry knowledge were found for the following teacher groupings compared to their counterparts: teaching in a school serving a socioeconomically more advantaged community; having over three years’ teaching experience; possessing a B.Sc. degree. The suggestions derived for in-service teacher education targets are likely to have relevance in developing countries and in developed countries where considerable socioeconomic differences exist.

中文翻译:

上下文对南非物理科学教师的化学计量学概念和算法主题知识的影响

教师对化学计量学的概念性主题知识是全球关注的问题。这些知识取决于上下文,在职教师教育研讨会期间获得特定成果的可行性也取决于上下文。为了理解在各种情况下可行的方法,我探索了南非物理科学教师的环境,教育和教学经验与他们拥有并易于学习各种化学计量知识之间的关系。这是通过对参加为期两天的化学计量研讨会的184名教师的测试前和测试后以及传记调查数据进行分析而完成的。研究结果表明,教师在贫困情况下教学,尤其是在缺乏理学士学位的情况下。度,相对于概念知识,它显示出对算法的特别高的偏爱。在为期两天的研讨会中,样本中的老师成功地学习了有关概念之间关系的事实,这表明这种方法可以为目前不太可行的概念学习提供切入点。甚至对于具有理学学士学位的教师,在大化学研究的范围和化学计量学主题知识之间也没有发现相关性。度。与以下教师组相比,以下教师组在统计学上的化学计量知识水平高得多:在为社会经济上更有利的社区服务的学校中教学;具有三年以上教学经验;拥有理学学士学位 度。
更新日期:2020-03-27
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