Problem and Countermeasure Analysis on Classroom Introduction of Pre-Service 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.

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

Chemistry Education Research and Practice ◽

10.1039/d0rp00179a ◽

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.

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

Chemistry Teacher International ◽

10.1515/cti-2020-0033 ◽

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.

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Mental Model of Prospective Chemistry Teachers on Electrolyte and Nonelectrolyte Solutions

IOP Conference Series Materials Science and Engineering ◽

10.1088/1757-899x/1115/1/012064 ◽

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

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

Chemistry Education Research and Practice ◽

10.1039/c9rp00286c ◽

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.

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