Coteaching with Senior Students--A Way to Refine Teachers' PCK for Teaching Chemical Bonding in Upper Secondary School

Autor/inn/en	Schultze, Felix; Nilsson, Pernilla
Titel	Coteaching with Senior Students--A Way to Refine Teachers' PCK for Teaching Chemical Bonding in Upper Secondary School
Quelle	In: International Journal of Science Education, 40 (2018) 6, S.688-706 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schultze, Felix) ORCID (Nilsson, Pernilla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1436792
Schlagwörter	Foreign Countries; Secondary School Students; Science Achievement; Science Instruction; Team Teaching; Chemistry; Pedagogical Content Knowledge; Grade 12; Teacher Student Relationship; Cooperative Planning; Grade 10; Student Experience; Semi Structured Interviews; Scientific Concepts; Knowledge Level; Teaching Methods; Comprehension; Sweden + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teamteaching; Chemie; Pädagogische Kompetenz; School year 12; 12. Schuljahr; Schuljahr 12; Teacher student relationships; Lehrer-Schüler-Beziehung; Studienerfahrung; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Verstehen; Verständnis; Schweden
Abstract	During the last decade there has been on-going discussions about students' declining interest and low achievement in science. One of the reasons suggested for this decline is that teachers and students have different frames of reference, whereby teachers sometimes communicate science in the classroom in a way that is not accessible to the students. There is a lack of research investigating the effects of coteaching with senior students in science in upper secondary schools. To improve teaching and to narrow the gap between teachers' and students' different frames of references, this study investigates how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers. The teacher and the two coteachers coplanned, cotaught and coevaluated lessons in chemical bonding in a grade 10 upper secondary class. Findings indicate that the coteachers contributed with their own learning experiences to help the teacher understand how students perceive difficult concepts. In such way, the coteachers were mediating between the teacher and the students, thus bridging the gap between the teacher and the students' frames of references. The teachers' PCK was refined which in turn lead to improved teaching strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01