Competency of Chemistry Teachers Based on Self-Evaluation to Plan the Chemistry Teacher Training Strategy in Palu City, Central Sulawesi

2020 ◽  
Keyword(s):  
Teacher Training ◽  
Chemistry Teacher ◽  
Chemistry Teachers ◽  
Training Strategy ◽  
Self Evaluation ◽  
Central Sulawesi

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.

Mobility Paulo Freire: internationalization of chemistry teacher training

2022 ◽  
Vol 33 (1) ◽  
pp. 102
Author(s):  
Junfanlee Manoel Oliveira Feliciano ◽  
Jefale Gonçalves Feliciano dos Santos
Keyword(s):  
Teacher Training ◽  
Paulo Freire ◽  
Chemistry Teacher ◽  
Word Count ◽  
Formación Docente

<p><span>Este artículo es el resultado del análisis del Proyecto Paulo Freire de Movilidad Académica para Estudiantes de Programas de Formación Docente Universitaria con un enfoque en la reflexión sobre las carreras de Química, para tal fin el presente autor utiliza su experiencia e informe para desarrollar la escritura mientras participa. de este programa, estando vinculado a la Universidad Federal del Triângulo Mineiro (UFTM) en la carrera de Química. En este trabajo pretendemos abordar cuestiones que involucran problemas que están asociados a la relación entre Ciencia, Tecnología y Sociedad (CTS) y la indispensabilidad de esta dimensión para ser parte del proceso de internacionalización de los cursos de Ciencias de la Naturaleza y de la Tierra, principalmente en lo que se refiere al curso. Licenciada en Química. La estrategia metodológica utilizada para el análisis del documento fue Análisis de Contenido (AC) y Análisis Textual Discursivo (ATD), en la etapa de análisis se utilizó el software </span><span>Atlas.ti</span><span>, que permite el uso de la función Word Count, en la que se pretende trabajo facilitando el análisis a nivel textual. en la búsqueda de comprender los conceptos involucrados y empleados en el documento y el núcleo de las propuestas que atraviesan las especificidades de la carrera de Química. De esta manera, este estudio aporta elementos para reflexionar sobre el actual proceso formativo de los estudiantes de pregrado en Química y sobre la necesidad de introducir dispositivos educativos para una formación amplia e integral de los docentes en el proceso de internacionalización de los cursos de pregrado.</span></p>

INFLUENCE OF SELF-ANALYSIS AND REFLEXIVE PERSCRUTATION OF PRIE-SERVICE TEACHERS THROUGH VIDEO RECORDING IN CHEMISTRY TEACHERS EDUCATION

2010 ◽  
Vol 7 (1) ◽  
pp. 8-14
Author(s):  
Vitor Zanni ◽  
Agnaldo Arroio
Keyword(s):  
Professional Development ◽  
Discourse Analysis ◽  
Key Words ◽  
Video Analysis ◽  
Video Recording ◽  
Chemistry Teacher ◽  
Chemistry Teaching ◽  
Pedagogical Strategies ◽  
Chemistry Teachers ◽  
Methodological Tool

In this work, we present an approach on methodology of teaching where pre-service chemistry teachers are required to analyze sequences of digital video of chemistry teaching in real classrooms. We utilize discourse analysis to help pre-service chemistry teachers to reflect on their pedagogical strategies and discursive interactions. The results showed that the integration of video analysis on the pre-service chemistry teacher training is an important methodological tool on professional development of chemistry teachers. Key-words: pre-service education, video, chemistry teacher, ICT.

Chemistry critical friendships: investigating chemistry-specific discourse within a domain-general discussion of best practices for inquiry assessments

2020 ◽  
Vol 21 (1) ◽  
pp. 452-468 ◽  
Author(s):  
Adam G. L. Schafer ◽  
Ellen J. Yezierski
Keyword(s):  
High School ◽  
Best Practices ◽  
Assessment Practices ◽  
Chemistry Teacher ◽  
High School Chemistry ◽  
Teacher Discourse ◽  
Chemistry Teachers ◽  
Use Of Data ◽  
Teacher Professional ◽  
Assessment Beliefs

High school chemistry teachers struggle to use assessment results to inform instruction. In the absence of expert assistance, teachers often look to their peers for guidance and support; however, little is known about the assessment beliefs and practices of high school chemistry teachers or the discourse mechanisms used as teachers support one another. Presented in this paper are the results from analyzing a discussion between five high school chemistry teachers as they generated a set of best practices for inquiry assessments. To analyze the discussion, a novel representation called a discourse map was generated to align the analyses conducted on chemistry teacher discourse as they temporally occurred. Results show the utility of the discourse map for evidencing critical friendship and assessment practices evoked by the teachers during the discussion of best practices. Implications for the structural considerations of materials and chemistry teacher professional development are presented as well as potential future investigations of teacher discourse regarding the use of data to inform instruction.

Investigating high school chemistry teachers’ assessment item generation processes for a solubility lab

2021 ◽  
Author(s):  
Adam G. L. Schafer ◽  
Ellen J. Yezierski
Keyword(s):  
High School ◽  
Knowledge Bases ◽  
Chemistry Teacher ◽  
High School Chemistry ◽  
Item Generation ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Assessment Item ◽  
Teacher Professional ◽  
Guidelines And Standards

Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is known about how teachers engage these supports or enact their own beliefs into practice while developing assessments. Presented in this paper are the results from analyzing discourse among five high school chemistry teachers during an assessment item generation activity, including assessment items produced throughout the activity. Results include a detailed description of the role of knowledge bases embedded within high school chemistry teachers’ pedagogical content knowledge and the processes used to enact these knowledge bases during planned formative assessment design. Implications for chemistry teacher professional development are posited in light of the findings as well as potential future investigations of high school chemistry teacher generation of assessment items.

scholarly journals Mainstreaming multiple uses of chemicals in chemistry teacher education programs of Africa

2017 ◽  
Vol 89 (2) ◽  
pp. 205-209
Author(s):  
Temechegn Engida
Keyword(s):  
Teacher Education ◽  
Teacher Education Programs ◽  
Chemistry Teacher ◽  
Education Programs ◽  
Chemistry Teachers ◽  
Multiple Uses ◽  
Multiplier Effects

Abstract:Many compounds can be used for or manipulated to serve a variety of purposes. Chemistry teachers and the chemistry curricula they use, however, do not directly deal with the idea of the use, misuse, and abuse of multi-use chemicals. This paper therefore attempts to explore strategies in mainstreaming the concepts of multi-use chemicals in Chemistry teacher education programs. It is believed that teacher education programs have multiplier effects since they are intended to cover both pre- and in-service chemistry teachers.

Pre-service chemistry teachers' competencies in the laboratory: a cross-grade study in solution preparation

2016 ◽  
Vol 17 (1) ◽  
pp. 100-110 ◽  
Author(s):  
F. Ö. Karataş
Keyword(s):  
Chemistry Education ◽  
Teacher Education Program ◽  
Sharp Decrease ◽  
Solution Chemistry ◽  
Chemistry Laboratory ◽  
Chemistry Teacher ◽  
Chemistry Teachers ◽  
Grade Levels ◽  
Solution Preparation ◽  
Safety Rules

One of the prerequisites for chemistry teacher candidates is to demonstrate certain laboratory skills. This article aims to determine and discuss the competencies of pre-service chemistry teachers in a chemistry laboratory context working with solution chemistry content. The participants in this study consisted of a group of pre-service chemistry teachers in the first to fifth years of a chemistry teacher education program. The participants were given individual tasks of preparing solutions of a certain concentration. The tasks included two steps: calculation and application. The participants were also observed in terms of the degree to which they followed the laboratory safety rules. Overall, the pre-service teachers made numerous errors in calculating the correct amounts of a substance and preparing a solution, as well as obeying the safety rules. Interestingly, the participants' laboratory competencies showed a trend along their grade levels; namely, a slight increase and then a sharp decrease in their solution preparation knowledge and skills that could be associated with retention loss or decay over time in the absence of rehearsal and/or ill-encoding. These results may contribute to the discussion on virtual and physical laboratories in chemistry education.

scholarly journals Reflexões sobre os cursos de Licenciatura em Química do Rio Grande do Sul: elementos do Enade de 2011

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Ventura Fonseca ◽  
Flávia Maria Teixeira Dos Santos
Keyword(s):  
Public Schools ◽  
Teacher Training ◽  
Student Performance ◽  
Family Income ◽  
Training Programs ◽  
Rio Grande ◽  
Exploratory Research ◽  
Chemistry Teacher ◽  
Rio Grande Do Sul ◽  
Teacher Training Programs

Resumo: Muitas pesquisas contemporâneas têm apontado os problemas dos Cursos de Licenciatura em Química, principalmente aqueles ocasionados pelo desequilíbrio na articulação entre os componentes teóricos e os componentes práticos das estruturas curriculares dos cursos. Neste trabalho, realizamos um movimento exploratório de pesquisa sobre os dados do Exame Nacional de Desempenho de Estudantes de 2011, centrado na análise documental, que buscou caracterizar o perfil geral dos Cursos de Licenciatura em Química no Rio Grande do Sul. As evidências mostraram que os estudantes são majoritariamente oriundos de escolas públicas, tendo renda familiar de até 3 salários mínimos. Os extratos analíticos também revelaram que, apesar de a maior parte dos cursos ter obtido conceitos satisfatórios no exame, houve críticas dos estudantes dirigidas à falta de integração entre as disciplinas presentes nas estruturas curriculares e à fragilidade da preparação profissional, decorrente dessa característica. Palavras-chave: Formação docente. ENADE. Currículo. Educação em Química. REFLECTIONS ON THE CHEMISTRY TEACHER TRAINING PROGRAMS IN RIO GRANDE DO SUL: THE ELEMENTS OF ENADE 2011 Abstract: Many contemporary researches have pointed to the problems tied to Chemistry Teacher Training Programs, particularly those caused by the imbalance in the relationship between the theoretical and practical components in their curriculum framework. In this paper, we propose exploratory research on data from the National Survey of Student Performance 2011, focused on documentary analysis, which aimed to characterize the general profile of the Chemistry Teacher Training Programs in Rio Grande do Sul, Brazil. Results showed that students are mostly from public schools, with family income up to 3 minimum wages. Analytic extracts also revealed that although most of the programs have obtained satisfactory scores in that exam, there was criticism directed by students to the lack of integration between disciplines presented in the curriculum frameworks and the weakness of professional preparation which arises from this feature. Keywords: Teacher training. ENADE. Curriculum. Chemistry education. 

scholarly journals IMPLEMENTATION OF INCLUSIVE PEDAGOGY IN THE TEACHING OF CHEMISTRY

2021 ◽  
Vol 10 (2) ◽  
pp. 111-121
Author(s):  
Jitka Lorenzova
Keyword(s):  
Teacher Training ◽  
Learning Outcomes ◽  
Science Literacy ◽  
Negative Impact ◽  
Natural Sciences ◽  
Teaching Chemistry ◽  
Chemistry Teachers ◽  
Learning Conditions ◽  
Inclusive Pedagogy ◽  
Physical Barriers

The aim of the article is to draw attention to the context that inclusive understanding of pedagogy brings to the education of natural sciences with an emphasis on the teaching of chemistry and to open a debate for cooperation in the fields of social and special pedagogy and the methodology of teaching chemistry. In the article, inclusion is understood as a process of creating and improving the learning conditions of all students, taking into account the broader dimensions of heterogeneity, diversity, and language, as well as cognitive and physical barriers that may occur during the teaching of chemistry. The main focus is centered on the concept of science literacy for all, out of which comes the requirement to link inclusive pedagogical principles and the goals of natural sciences education. We bring to attention the need to increase the sensitivity of chemistry teachers to differences that may have a negative impact on learning outcomes, as well as the need for targeted teacher training for leading inclusive classes and for assessing their level of competence required for inclusive teaching.

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