Canonical Pedagogical Content Knowledge by Cores for Teaching Acid-Base Chemistry at High School

Autor/inn/en	Alvarado, Clara; Cañada, Florentina; Garritz, Andoni; Mellado, Vicente
Titel	Canonical Pedagogical Content Knowledge by Cores for Teaching Acid-Base Chemistry at High School
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 3, S.603-618 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c4rp00125g
Schlagwörter	Science Instruction; Teaching Methods; Secondary School Science; Chemistry; High Schools; Pedagogical Content Knowledge; Science Teachers; Teacher Attitudes; Beliefs; Secondary School Teachers; Planning; Teaching Skills; Scientific Concepts; Foreign Countries; Questionnaires; Classification; Interviews; Teacher Surveys; Mexico + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Chemie; High school; Oberschule; Pädagogische Kompetenz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Belief; Glaube; Ablaufplanung; Planungsprozess; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausland; Fragebogen; Classification system; Klassifikation; Klassifikationssystem; Interviewing; Interviewtechnik; Mexiko
Abstract	The topic of acid-base chemistry is one of the oldest in general chemistry courses and it has been almost continuously in academic discussion. The central purpose of documenting the knowledge and beliefs of a group of ten Mexican teachers with experience in teaching acid-base chemistry in high school was to know how they design, prepare and organize their classes inside and outside the classroom, from which a set of teaching-learning sequences will be developed, essentially to train new teachers. We decided to document Pedagogical Content Knowledge (PCK), by means of two methodological tools from Loughran, Mulhall and Berry: Content Representation (CoRe), and Pedagogical and Professional experience Repertoire (PaP-eR). In this article, we relate only the first of these tools. It was also important to document concepts, skills and attitudes, so we have made the analysis based on these three items. The main finding was to construct a Canonical PCK including the central concepts of pH and strength in the topic of acid-base chemistry from the main phrases included in the Content Representation answered by those outstanding Mexican teachers. We chose the topic of "acid-base chemistry" because there are numerous examples of its importance related to sustainability (among them acid rain or acidification of oceans), everyday issues (including stomach acidity, antacids, health troubles with the pH of blood and urine), or problems with the longevity of books related to the acidity of paper. Also, it is of fundamental importance because the students often present many alternative conceptions about it. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01