Topic-Specific Pedagogical Content Knowledge-Based Instruction and Level of Conceptual Understanding of Chemical Kinetics and Equilibrium Concepts on Grade 11 Students

Autor/inn/en	Belayneh, Kassahun Dejene; Belachew, Woldie
Titel	Topic-Specific Pedagogical Content Knowledge-Based Instruction and Level of Conceptual Understanding of Chemical Kinetics and Equilibrium Concepts on Grade 11 Students
Quelle	In: Science Education International, 34 (2023) 2, S.96-108 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Chemistry; Grade 11; Science Instruction; Kinetics; Scientific Concepts; Concept Formation; Comparative Analysis; Teaching Methods; Multiple Choice Tests; High School Students; Pedagogical Content Knowledge; Intervention; Technology Uses in Education; Foreign Countries; Ethiopia + Suchen Sie Ihr Suchwort? Chemie; School year 11; 11. Schuljahr; Schuljahr 11; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kinetik; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Pädagogische Kompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Äthiopien
Abstract	The goal of this study was to assess students' level of conceptual understanding of chemical kinetics and equilibrium using topic-specific pedagogical content knowledge (TSPCK)-based instruction in chemistry grade 11 students. The research was a mixed approach that involved 159 grade 11 chemistry class students from Addis Ababa administrative city, Ethiopia, and employed a mixture of qualitative and quantitative methodologies. Purposive sampling was used for the sample procedure and four intact classes were selected as three intervention groups and one control group: curricular saliency-based, representation-based, conceptual teaching strategy-based instruction, and comparison groups. The level of conceptual understanding was assessed using reasoned questions, specifically a two-tiered multiple-choice pretest, and posttest. The findings revealed that students' conceptual understanding of chemical kinetics was higher than that of chemical equilibrium concepts. According to the findings of the students' pretest and posttest, the level of conceptual understanding increased from 27.08% to 32.21% in chemical kinetics and from 15.91% to 23.68% in chemical equilibrium. Overall, representation-based instruction and conceptual teaching tactics boosted students' conceptual knowledge and accomplishment in chemical kinetics and equilibrium concepts. This study proposes that the level of conceptual understanding of grade 11 students in chemical kinetics should take into account the horizontal relationship between mathematics and the chemical kinetics concepts, which should be taught using technology-assisted teaching strategies such as conceptual teaching strategies and three-fold mental representations. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01