Assessing Teachers' Knowledge: Incorporating Context-Based Learning in Chemistry

Autor/inn/en	Tal, Marina; Herscovitz, Orit; Dori, Yehudit Judy
Titel	Assessing Teachers' Knowledge: Incorporating Context-Based Learning in Chemistry
Quelle	In: Chemistry Education Research and Practice, 22 (2021) 4, S.1003-1019 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tal, Marina) ORCID (Herscovitz, Orit) ORCID (Dori, Yehudit Judy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/d0rp00359j
Schlagwörter	Pedagogical Content Knowledge; Preservice Teachers; Science Teachers; Chemistry; Secondary School Science; Knowledge Level; Self Efficacy; Knowledge Base for Teaching; Foreign Countries; Sustainability; Israel + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Wissensbasis; Self-efficacy; Selbstwirksamkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Nachhaltigkeit
Abstract	Content knowledge (CK), pedagogical content knowledge (PCK) and, assessment knowledge (AK) are fundamental types of teachers' knowledge. Second-career, pre-service chemistry teachers leave the industry and return to the Technion to study in the "Views" program to obtain a high school teaching certificate. Their background can potentially contribute to higher quality of science teaching and learning in general and of chemistry teaching in particular. We investigated how pre-service chemistry teachers' knowledge develops as they are exposed to chemistry context-based learning, and what differences are there between pre- and in-service teachers' knowledge types and their self-efficacy. The participants were 25 second-career pre-service teachers and 29 in-service chemistry teachers who served as a comparison group. The teachers' professional growth was examined by assessing their CK, PCK, AK, and self-efficacy by using three questionnaires that included adapted scientific articles on energy, acid-base, and oxidation-reduction in the context of sustainability. Five expert chemistry teachers validated the questionnaires. We found that all three knowledge types of the pre-service teachers improved during the course and they became more aware of sustainable chemistry issues than the in-service teachers. The study contributes to chemistry education by narrowing the gap that exists in the literature between chemistry teachers' PCK and AK on the one hand and self-efficacy on the other hand. We offer an assessment tool for identifying and quantifying teachers' knowledge. We offer recommendations for science educators about the needs, strengths, and weaknesses of pre- and in-service teachers related to teaching sustainable chemistry. (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