RECONSTRUCTING SCHOOL CHEMISTRY CURRICULUM IN THE ERA OF CORE COMPETENCIES: A CASE FROM CHINA

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.

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Reconstructing a School Chemistry Curriculum in the Era of Core Competencies: A Case from China

Journal of Chemical Education ◽

10.1021/acs.jchemed.9b00211 ◽

2019 ◽

Vol 96 (7) ◽

pp. 1359-1366 ◽

Cited By ~ 3

Author(s):

Bing Wei

Keyword(s):

Core Competencies ◽

Chemistry Curriculum

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An Input–Process–Output Model of Pilot Core Competencies

Aviation Psychology and Applied Human Factors ◽

10.1027/2192-0923/a000120 ◽

2017 ◽

Vol 7 (2) ◽

pp. 78-85 ◽

Cited By ~ 5

Author(s):

Heikki Mansikka ◽

Don Harris ◽

Kai Virtanen

Keyword(s):

Path Analysis ◽

Team Performance ◽

Core Competencies ◽

Core Competency ◽

Principal Component ◽

Analysis Model ◽

Input Process ◽

The Core ◽

Performance Framework ◽

Process Output

Abstract. The aim of this study was to investigate the relationship between the flight-related core competencies for professional airline pilots and to structuralize them as components in a team performance framework. To achieve this, the core competency scores from a total of 2,560 OPC (Operator Proficiency Check) missions were analyzed. A principal component analysis (PCA) of pilots’ performance scores across the different competencies was conducted. Four principal components were extracted and a path analysis model was constructed on the basis of these factors. The path analysis utilizing the core competencies extracted adopted an input–process–output’ (IPO) model of team performance related directly to the activities on the flight deck. The results of the PCA and the path analysis strongly supported the proposed IPO model.

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