The Sequencing of Basic Chemistry Topics by Physical Science Teachers

Autor/inn/en	Sibanda, Doras; Hobden, Paul
Titel	The Sequencing of Basic Chemistry Topics by Physical Science Teachers
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 20 (2016) 2, S.142-153 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2016.1187505
Schlagwörter	Foreign Countries; Chemistry; Science Instruction; Science Teachers; Teacher Attitudes; Teaching Methods; Physical Sciences; Sequential Approach; Mixed Methods Research; Teacher Surveys; Semi Structured Interviews; Secondary School Teachers; South Africa + Suchen Sie Ihr Suchwort? Ausland; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Natural sciences; Naturwissenschaften; Naturwissenschaft; Schrittfolge; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The purpose of this study was to find out teachers' preferred teaching sequence for basic chemistry topics in Physical Science in South Africa, to obtain their reasons underpinning their preferred sequence, and to compare these sequences with the prescribed sequences in the current curriculum. The study was located within a pragmatic paradigm and employed a multi-level learning model as an interpretive framework. A mixed-methods research design was used and survey data collected from a convenience sample of 227 physical science teachers and follow-up interviews with a subset of 11 experienced teachers. Analysis of the data revealed that in general 70% of teachers preferred sequences starting with microscopic-level knowledge such as atoms and molecules, while only 30% preferred starting with macroscopic-level knowledge topics such as solids, liquids and gases. Five main categories of reason were given by teachers. The majority of teachers' reasons focused on general learning principles such as moving from simple to complex or linking to prior knowledge as opposed to focusing on the specific needs and demands of chemistry knowledge. In addition, it was found that the new Curriculum Assessment Policy Statement was based on starting with macroscopic-level topics which indicates a potential conflict between teachers' preferred sequences and those required by the current curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01