scholarly journals Kitchen chemistry course for chemistry education students: influences on chemistry teaching and teacher education – a multiple case study

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Piia Nuora ◽  
Jouni Välisaari
Keyword(s):  
Teacher Education ◽  
Chemistry Education ◽  
Home Economics ◽  
Boundary Crossing ◽  
Education Students ◽  
Chemistry Teaching ◽  
Interdisciplinary Learning ◽  
Multiple Case ◽  
Kitchen Chemistry

AbstractThis study introduces the Kitchen Chemistry (KC) course and its influences on chemistry education as a whole. KC is considered to be a life-relevant learning environment that engages learners in science through the pursuit of personally relevant and meaningful goals. KC, as a form of interdisciplinary learning, aims to develop boundary-crossing skills and to support the development of pupils’ scientific thinking. The purpose of this research was to determine how KC as a context-based teaching approach applies to chemistry education and what it offers to chemistry teaching and teacher education. We found that KC gave lower secondary school pupils the opportunity to understand the chemical phenomena in a familiar context. Teachers of visiting groups saw that integration is the challenge: pupils often see the subjects of chemistry and home economics as separate entities. The chemistry education students highlighted real-world connections to chemistry concepts and contexts. They also found KC to be an interesting form of teaching chemistry. According to the KC course teachers, the students were motivated and excited, and provided positive feedback on the course. These findings suggest that teachers and teacher education students need to be guided in actively using integration.

scholarly journals What Lies Behind Teaching and Learning Green Chemistry to Promote Sustainability Education? A Literature Review

2020 ◽  
Vol 17 (21) ◽  
pp. 7876
Author(s):  
Meiai Chen ◽  
Eila Jeronen ◽  
Anming Wang
Keyword(s):  
Preservice Teachers ◽  
Green Chemistry ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Thinking Skills ◽  
Chemistry Teaching ◽  
Learning Skills ◽  
Interdisciplinary Learning ◽  
Chemistry Learning

In this qualitative study, we aim to identify suitable pedagogical approaches to teaching and learning green chemistry among college students and preservice teachers by examining the teaching methods that have been used to promote green chemistry education (GCE) and how these methods have supported green chemistry learning (GCL). We found 45 articles published in peer-reviewed scientific journals since 2000 that specifically described teaching methods for GCE. The content of the articles was analyzed based on the categories of the teaching methods used and the revised version of Bloom’s taxonomy. Among the selected articles, collaborative and interdisciplinary learning, and problem-based learning were utilized in 38 and 35 articles, respectively. These were the most frequently used teaching methods, alongside a general combination of multiple teaching methods and teacher presentations. Developing collaborative and interdisciplinary learning skills, techniques for increasing environmental awareness, problem-centered learning skills, and systems thinking skills featuring the teaching methods were seen to promote GCL in 44, 40, 34, and 29 articles, respectively. The results showed that the integration of green chemistry teaching (GCT), e.g., with sustainable education, promoted GCL by fostering environmental consciousness and behavioral change and cognitive processes in a sustainable direction.

Teacher education students using TPACK in science: a case study

2015 ◽  
Vol 52 (3) ◽  
pp. 227-238 ◽  
Author(s):  
Rachel Sheffield ◽  
Eva Dobozy ◽  
David Gibson ◽  
Jim Mullaney ◽  
Chris Campbell
Keyword(s):  
Teacher Education ◽  
Education Students ◽  
Teacher Education Students

scholarly journals "I can't believe I just said that" : discursive filters and beginning mathematics teachers' enactment of ambitious practice

2020 ◽  
Author(s):  
◽  
Cara Haines
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Mathematics Teachers ◽  
Teaching Methods ◽  
Teacher Education Program ◽  
Institutional Settings ◽  
Multiple Case ◽  
K 12 ◽  
Pedagogical Discourses

After being introduced to "ambitious" teaching methods during teacher education, only some beginning teachers attempt to enact those methods, as others gravitate toward the conventional practices that overwhelm K-12 settings. To learn more about why, I conducted a multiple-case study of four beginning secondary mathematics teachers who graduated from three cohorts of one teacher education program and went on to teach in two different schools. Through longitudinal interviews and classroom observations, I examined the teachers' enactment of ambitious practice through the lenses of their discursive teaching identities (critical pedagogical discourses) and perceptions of messages about teaching circulating within their institutional settings (contextual discourses). Findings revealed that the extent to which teachers' critical pedagogical discourses acted as resources for filtering out contextual pressures to teach in conventional ways helped to explain their enactment of ambitious practice. Among other implications, these results suggest that teachers' discourse development should be a more explicit focus of teacher education.

Jack and Jill Went to Instill: Did the Educative Teacher Performance Assessment Cause Them to Falter?

2021 ◽  
pp. 1-8
Author(s):  
Deborah S. Baxter ◽  
Oleg A. Sinelnikov
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Performance Assessment ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Performance ◽  
Teacher Performance Assessment ◽  
Stimulated Recall ◽  
Multiple Case

Purpose: This study examined and deconstructed socialization experiences relative to the educative teacher performance assessment (edTPA) process of preservice teachers during their physical education (PE) teacher education program and induction year as a PE teacher. Method: Utilizing a multiple case study design, two PE teachers were purposefully selected and investigated from a PE teacher education program requiring a passing score on the edTPA. Interviews and stimulated recall sessions served as data sources. Results: The following themes were identified: (a) initial interactions and impetus for teaching—engaging and fun; (b) instruction in PE teacher education—learning a ton; (c) internship—gauging, I’m stunned; (d) implementation of edTPA—raging, I’m done; and (e) induction—waging has begun. Discussion/Conclusions: Although participants in this study were able to note several positives of the assessment, a majority of the findings corroborate previous research suggesting that edTPA may serve as a subtractive experience for PE preservice teachers.

scholarly journals Representações sociais do aquecimento global: contribuições para aulas de Química na educação básica

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Carlos Ventura Fonseca
Keyword(s):  
Global Warming ◽  
Professional Education ◽  
School Environment ◽  
Basic Education ◽  
Social Representations ◽  
Human Action ◽  
Chemistry Teaching ◽  
The Social ◽  
Multiple Case

Resumo: Este artigo propõe descrever uma investigação qualitativa, caracterizada como estudo de casos múltiplos, que envolveu duas turmas do ensino médio integrado à educação profissional. A pesquisa pretendeu investigar quais seriam as representações sociais do aquecimento global apresentadas pelos sujeitos e como estas poderiam colaborar com o planejamento e a qualificação do ensino de Química, no contexto mencionado, tendo em vista seu caráter controverso. Os dados foram coletados por meio de questionário e interpretados por meio da análise de conteúdo. Os resultados mostraram que as turmas parecem ancorar suas considerações sobre o aquecimento global na ideia de um fenômeno que ocasiona destruição e é causado pela poluição produzida pela ação humana. No tocante ao caráter cientificamente discutível do fenômeno, é predominantemente ausente a articulação de um componente crítico capaz de ancorar-se em discussões contrárias às concepções apresentadas. Conclui-se que essa investigação, no domínio da Educação em Química, converge com o rol de resultados de outras pesquisas que entrelaçam a sala de aula e as representações sociais, ou seja, expõem o conteúdo das teorias coletivas sobre a realidade, mostrando os desvios que este pode apresentar em relação às imagens reais do conhecimento científico. O trabalho alinha-se, ainda, com a perspectiva de pensar o ambiente escolar como lócus de continuidade/descontinuidade entre a cultura elaborada e a cultura cotidiana, enfatizando a relevância de investigações dessa natureza.Palavras-chave: Ensino de Química. Representações Sociais. Aquecimento Global. SOCIAL REPRESENTATIONS OF GLOBAL WARMING: CONTRIBUTIONS TO CHEMISTRY CLASSES IN BASIC EDUCATION Abstract: This article proposes to describe a qualitative investigation characterized as a multiple case study involving two classes of high school integrated to professional education. The research sought to investigate the social representations of global warming presented by the subjects and how they could collaborate with the planning and qualification of the teaching of Chemistry in the aforementioned context considering its controversial character. Data were collected through a questionnaire and interpreted through content analysis. The results showed that the classes seem to anchor their considerations about global warming in the idea of a phenomenon that causes destruction and is caused by the pollution produced by human action. Regarding the scientifically debatable nature of the phenomenon, it is predominantly absent the articulation of a critical component capable of anchoring itself in discussions contrary to the conceptions presented. It is concluded that this research in the field of Education in Chemistry converges with the roll of results of other research that intertwine the classroom and social representations, that is, expose the content of collective theories about reality, showing the deviations which it can present in relation to the real images of scientific knowledge. The work is also aligned with the perspective of thinking the school environment as a locus of continuity / discontinuity between the elaborated culture and the daily culture, emphasizing the relevance of investigations with this nature.Keywords: Chemistry teaching. Social Representations. Global warming.

Curriculum reform and policy considerations: A multiple case study of the inclusion of modern band into music teacher preparation programmes

2020 ◽  
Vol 4 (1) ◽  
pp. 21-40 ◽  
Author(s):  
Jocelyn Stevens Prendergast ◽  
Brittany Nixon May
Keyword(s):  
United States ◽  
Teacher Education ◽  
Music Education ◽  
Multiple Case Study ◽  
The United States ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Policy Issues ◽  
Multiple Case

Many music teacher education programmes in the United States are increasingly offering classes that fall within the scope of modern band. A number of policies impact music teacher education curricula in the United States. These include both hard policies, such as teacher certification and NASM accreditation requirements, as well as soft policies, such as institutional traditions. In this multiple case study, the researchers interviewed three music teacher educators from different universities to examine their individual experiences incorporating modern band into their music education curricula and identify any policy issues that arose as they proposed and instituted curricular changes. The themes identified with regard to implementing modern band into the music teacher education curriculum included time, support, curricular positioning, equity and access. Notably, the participants did not cite any specific policy issues as barriers to implementing modern band into music education coursework.

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