Developing Technological Pedagogical Science Knowledge through Educational Computational Chemistry: A Case Study of Pre-Service Chemistry Teachers' Perceptions

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Rodríguez-Becerra, Jorge; Cáceres-Jensen, Lizethly; Díaz, Tatiana; Sofía Druker; Padilla, Víctor Bahamonde; Pernaa, Johannes; Aksela, Maija
Titel	Developing Technological Pedagogical Science Knowledge through Educational Computational Chemistry: A Case Study of Pre-Service Chemistry Teachers' Perceptions
Quelle	In: Chemistry Education Research and Practice, 21 (2020) 2, S.635-654 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodríguez-Becerra, Jorge) ORCID (Cáceres-Jensen, Lizethly) ORCID (Sofía Druker) ORCID (Padilla, Víctor Bahamonde) ORCID (Pernaa, Johannes) ORCID (Aksela, Maija)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
Schlagwörter	Preservice Teachers; Pedagogical Content Knowledge; Technological Literacy; Science Teachers; Chemistry; Student Attitudes; Learning Modules; Science Instruction; Computation; Problem Based Learning; Science Achievement; Foreign Countries; Preservice Teacher Education; Educational Environment; Chile + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Schülerverhalten; Learning module; Lernmodul; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Problem-based learning; Problemorientiertes Lernen; Ausland; Lehramtsstudiengang; Lehrerausbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The purpose of this descriptive case study was to develop pre-service chemistry teachers' Technological Pedagogical Science Knowledge (TPASK) through novel computational chemistry modules. The study consisted of two phases starting with designing a computational chemistry based learning environment followed by a case study where students' perceptions towards educational computational chemistry were explored. First, we designed an authentic research-based chemistry learning module that supported problem-based learning through the utilisation of computational chemistry methods suitable for pre-service chemistry education. The objective of the learning module was to promote learning of specific chemistry knowledge and development of scientific skills. Systematic design decisions were made through the TPASK framework. The learning module was designed for a third-year physical chemistry course taken by pre-service chemistry teachers in Chile. After the design phase, the learning module was implemented in a course, and students' perceptions were gathered using semi-structured group interviews. The sample consisted of 22 pre-service chemistry teachers. Data were analysed through qualitative content analysis using the same TPASK framework employed in the learning module design. Based on our findings, pre-service chemistry teachers first acquired Technological Scientific Knowledge (TSK) and then developed some elements of their TPASK. Besides, they highly appreciated the combination of student-centred problem-based learning and the use of computational chemistry tools. Students felt the educational computational learning environment supported their own knowledge acquisition and expressed an interest in applying similar learning environments in their future teaching careers. This case study demonstrates that learning through authentic real-world problems using educational computational methods offers great potential in supporting pre-service teachers' instruction in the science of chemistry and pedagogy. For further research in the TPASK framework, we propose there would be significant benefit from developing new learning environments of this nature and evaluating their utility in pre-service and in-service chemistry teacher's education. (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	2024/1/01