Investigating How Science Teachers in South Africa Engage with All Three Levels of Representation in Selected Chemistry Topics

Autor/in	Koopman, Oscar
Titel	Investigating How Science Teachers in South Africa Engage with All Three Levels of Representation in Selected Chemistry Topics
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 21 (2017) 1, S.15-25 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2016.1261546
Schlagwörter	Foreign Countries; Science Teachers; Chemistry; Faculty Development; Workshops; Video Technology; Peer Teaching; Interviews; Scientific Concepts; Teaching Methods; Teacher Education; Secondary School Science; Lesson Plans; Planning; Program Effectiveness; South Africa + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Lernwerkstatt; Schulung; Peer group teaching; Peer Group Teaching; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article aims to investigate how science teachers engaged with the macroscopic, sub-microscopic and symbolic levels of representations in their Chemistry teaching. Data were collected in Limpopo province in South Africa from 15 "lead" teachers and this paper reports on five lessons presented by the teachers during professional development workshops. The "lead" teachers were selected by the Department of Education based on their qualifications, years of experience and results of their learners over the years. Data were gathered from video-recorded peer teaching lessons, field notes and post-lesson interviews. The findings show that the teachers in this study mainly focused on the symbolic and sub-microscopic level and did not engage with the content at all three levels, even though they participated in a professional development programme specifically geared towards the integration of all three levels. These findings, although they cannot be generalised because of the small sample size, indicate a need for changes in the pre-service and in-service teachers' training, and in the curriculum in South Africa. The challenge facing the teaching of Chemistry in South Africa is to evolve suitable didactic practices to preserve the unity of Chemistry at all three levels of representation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01