Learning to Teach Chemical Bonding: A Framework for Preservice Teacher Educators

Autor/inn/en	van Dulmen, Tim H. H.; Visser, Talitha C.; Coenders, Fer G. M.; Pepin, Birgit; McKenney, Susan
Titel	Learning to Teach Chemical Bonding: A Framework for Preservice Teacher Educators
Quelle	In: Chemistry Education Research and Practice, 24 (2023) 3, S.896-913 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Dulmen, Tim H. H.) ORCID (Visser, Talitha C.) ORCID (Pepin, Birgit) ORCID (McKenney, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teaching Methods; Preservice Teachers; Teacher Education Programs; Chemistry; Science Instruction; Scientific Concepts; Pedagogical Content Knowledge; Research Reports; Teacher Educators; Science Teachers; Teacher Attitudes; Guidelines; Instructional Design; Class Activities; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Research report; Forschungsbericht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Richtlinien; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Niederlande
Abstract	Chemical bonding is an important topic which is difficult to teach well, especially for novices. This study set out to support preservice teacher educators by developing a framework for understanding and addressing the complexity of teaching chemical bonding. A model of pedagogical content knowledge (PCK) in science education that has been widely endorsed by experts in the field was adopted as the theoretical lens. First, a systematic literature review was performed to articulate what recent empirical studies can tell us about the knowledge teachers require to teach chemical bonding. The review corpus consisted of 59 articles published over the past 20 years relating to four components of PCK: knowledge of how chemical bonding is embedded in curricula, knowledge of student understanding related to this topic, knowledge of instructional strategies and representations for teaching chemical bonding, and knowledge related to the assessment of chemical bonding understanding. This yielded current collective PCK for teaching chemical bonding in chemistry teacher education. Next, nine chemistry teacher educators were asked to portray their own personal knowledge for teaching chemical bonding through content representations. Analysis of the content representations revealed differences between several aspects of the collective PCK derived from the literature and the personal PCK articulated by our sample of Dutch chemistry teacher educators. Finally, findings from the literature and the teacher educator content representations were synthesized into a framework for chemistry teacher educators. Uses of the framework are discussed, and sample applications to the design of classroom activities are offered. Finally, implications of the findings and suggestions for future research are addressed. (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