A Qualitative Case Study of Prospective Chemistry Teachers' Knowledge about Instructional Strategies: Introducing Particulate Theory

Autor/inn/en	Boz, Nihat; Boz, Yezdan
Titel	A Qualitative Case Study of Prospective Chemistry Teachers' Knowledge about Instructional Strategies: Introducing Particulate Theory
Quelle	In: Journal of Science Teacher Education, 19 (2008) 2, S.135-156 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-007-9087-y
Schlagwörter	Educational Strategies; Chemistry; Knowledge Base for Teaching; Pedagogical Content Knowledge; Teaching Methods; Science Teachers; Case Studies; Qualitative Research; Scientific Concepts; Lesson Plans; Interviews; Animation; Preservice Teachers; Science Instruction + Suchen Sie Ihr Suchwort? Lehrstrategie; Chemie; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Qualitative Forschung; Lesson planning; Unterrichtsplanung; Interviewing; Interviewtechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The purpose of this study was to investigate prospective chemistry teachers' knowledge about instructional strategies, one component of pedagogical content knowledge about introducing particulate theory, as well as sources of this knowledge. Twenty-two prospective chemistry teachers participated in the study. Data were collected by the means of a vignette, semistructured interviews, and lesson plans. Analysis showed that concrete objects, computer animations, and expository teaching were the preferred teaching techniques by prospective teachers. Several issues, such as general pedagogical knowledge, subject matter knowledge, and knowledge about students' difficulties, were found to be the main factors for choosing a teaching strategy to make an introduction to particles. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10