DISCIPLINE CHEMICAL EXCURSION IN THE EDUCATION OF PRE-SERVICE CHEMISTRY TEACHERS, CONNECTION OF THEORY WITH PRACTICE

2021 ◽  
Author(s):  
Melánia Feszterová ◽  
Zita Jenisová
Keyword(s):  
Chemistry Teachers

PELAKSANAAN SUPERMIK PINTER UNTUK MENINGKATKAN KOMPETENSI GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN BERBASIS KURIKULUM 2013 DI SMP BINAAN KOTA DUMAI

2019 ◽  
Vol 3 (4) ◽  
pp. 790
Author(s):  
Yusnida Yusnida
Keyword(s):  
Middle School ◽  
Action Research ◽  
Lesson Plans ◽  
Teacher Competence ◽  
Chemistry Teachers

Based on the problems faced by teachers in the preparation of the 2013 curriculum-based lesson plans, the purpose of this study is to improve the competence of teachers in preparing 2013 curriculum-based lesson plans by implementing supermic pinter. The design of this study used school action research conducted on 6 chemistry teachers in the target schools in Dumai. The results showed that the implementation of supermic pinter can improve teacher competence in preparing 2013 curriculum-based lesson plans, where in the first cycle the percentage of teacher competence was 60% with sufficient categories and increased to 84% with a very good category in cycle II. Based on the results of the study it can be concluded that the implementation of smart supermic can improve the competence of teachers in preparing plans for the implementation of 2013 curriculum-based learning in the Dumai City-assisted Middle School.

Visualizing chemistry teachers’ enacted assessment design practices to better understand barriers to “best practices”

2021 ◽  
Author(s):  
Adam G. L. Schafer ◽  
Victoria M. Borland ◽  
Ellen J. Yezierski
Keyword(s):  
High School ◽  
Best Practices ◽  
Formative Assessments ◽  
Learning Goals ◽  
Specific Method ◽  
High School Chemistry ◽  
Chemistry Teachers ◽  
Assessment Design ◽  
Teachers Beliefs ◽  
Representational Level

Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined. Results from a detailed evaluation of several high school chemistry formative assessments, learning goals, and learning activities reveal that assessment items are often developed to require well-articulated tasks but lack either alignment regarding representational level or employ only one representational level for nearly all assessment items. Implications for the development of a chemistry-specific method for evaluating alignment are presented as well as implications for high school chemistry assessment design.

scholarly journals Why school-related content knowledge for pre-service chemistry teachers should include basic concepts in organic chemistry

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jolanda Hermanns ◽  
Nico Ermler
Keyword(s):  
Organic Chemistry ◽  
Mixed Methods ◽  
Content Knowledge ◽  
Structure And Function ◽  
Mixed Methods Study ◽  
Chemistry Teacher ◽  
Chemistry Teachers ◽  
Basic Concepts ◽  
The Moment ◽  
And Function

Abstract In this paper we describe and evaluate a study on the use of concepts in organic chemistry while solving tasks that are designed after the concept of school-related content knowledge (SRCK). The study was designed as a mixed methods study and conducted at a German university for the content of “organic chemistry”. As the results of this study show, the students rate the tasks and the use of anchoring concepts as for example “bonds” or “structure and function” as relevant for their future profession as a chemistry teacher. They therefore propose that concepts should be an integral part of their university studies as they find it lacking at the moment. Concepts can also be seen as an opportunity to build a bridge between school knowledge and university knowledge.

scholarly journals Mental Model of Prospective Chemistry Teachers on Electrolyte and Nonelectrolyte Solutions

2021 ◽  
Vol 1115 (1) ◽  
pp. 012064
Author(s):  
I W Suja ◽  
I K Sudiana ◽  
I W Redhana ◽  
I B N Sudria
Keyword(s):  
Mental Model ◽  
Chemistry Teachers ◽  
Nonelectrolyte Solutions

Development and validation of an instrument for measuring Chinese chemistry teachers’ perceptions of pedagogical content knowledge for teaching chemistry core competencies

2021 ◽  
Author(s):  
Peng He ◽  
Changlong Zheng ◽  
Tingting Li
Keyword(s):  
Content Knowledge ◽  
Core Competencies ◽  
Chemistry Curriculum ◽  
Teaching Chemistry ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Knowledge For Teaching ◽  
New Instrument ◽  
Content Knowledge For Teaching

This study aims to develop and validate a new instrument for measuring chemistry teachers’ perceptions of Pedagogical Content Knowledge for teaching Chemistry Core Competencies (PCK_CCC) in the context of new Chinese chemistry curriculum reform. The five constructs and the initial 17 items in the new instrument were contextualized by the PCK pentagon model (Park S. and Oliver J. S., (2008), J. Res. Sci. Teach., 45(7), 812–834.) with the notions of the Senior High School Chemistry Curriculum Standards (Ministry of Education, P. R. China, 2017). 210 chemistry teachers from a University-Government-School initiative voluntarily participated in this study. The findings from item analysis, confirmatory factor analysis and correlation analysis provide sufficient empirical evidence to support the convergent and discriminant validity of the instrument. The concurrent validity of the instrument was confirmed by testing mean differences among teacher demographic groups. The high Cronbach's coefficient alpha values show good internal consistency reliability of the instrument. Integrating the evidence from theory and data, we documented a valid and reliable PCK_CCC instrument with five constructs consisting of 16 items. This study provides a thorough process for developing and validating instruments that address teacher perceptions of their PCK in a particular subject domain. The valid and reliable PCK_CCC instrument would be beneficial for teacher education researchers and teacher professional programs.

scholarly journals Specifics of using image visualization within education of the upcoming chemistry teachers with augmented reality technology

2021 ◽  
Vol 1840 (1) ◽  
pp. 012013
Author(s):  
L Ya Midak ◽  
I V Kravets ◽  
O V Kuzyshyn ◽  
L V Baziuk ◽  
Kh V Buzhdyhan
Keyword(s):  
Augmented Reality ◽  
Image Visualization ◽  
Chemistry Teachers ◽  
Augmented Reality Technology

NEW ENGLAND ASSOCATION OF CHEMISTRY TEACHERS

1921 ◽  
Vol 21 (9) ◽  
pp. 893-893
Author(s):  
S. WALTER HOYT
Keyword(s):  
New England ◽  
Chemistry Teachers

The role of the argumentation-based laboratory on the development of pre-service chemistry teachers’ argumentation skills

2021 ◽  
pp. 1-26
Author(s):  
Esen Uzuntiryaki-Kondakci ◽  
Mustafa Tuysuz ◽  
Esra Sarici ◽  
Ceren Soysal ◽  
Selcuk Kilinc
Keyword(s):  
Chemistry Teachers

scholarly journals Practical investigating of STEM teaching competence of pre -service chemistry teachers in Vietnam

2021 ◽  
Vol 1835 (1) ◽  
pp. 012069
Author(s):  
Nguyen Thi Thuy Trang ◽  
Dang Thi Oanh ◽  
Pham Thi Binh ◽  
Tran Trung Ninh ◽  
Mai The Hung Anh ◽  
...  
Keyword(s):  
Chemistry Teachers ◽  
Teaching Competence ◽  
Stem Teaching
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