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ERIC Number: EJ1147912
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1029-8457
Planning a Teaching Sequence for the Teaching of Chemical Bonding
Sibanda, Doras; Hobden, Paul
African Journal of Research in Mathematics, Science and Technology Education, v19 n1 p23-33 2015
The current study seeks to examine how teachers plan teaching sequences to teach chemical bonding in the senior secondary phase of schooling. The study employs a learning demand tool as interpretive framework. A mixed method was used to guide the collection of data. Data were collected through a survey instrument with 227 practising physical science teachers and through follow-up interviews with 11 of these teachers. The findings indicate that physical science teachers are in agreement that the topic is difficult to teach and learn. They report using mainly curriculum documents rather than other resources such as textbooks to inform their decisions about sequencing. An encouraging sign is that many teachers, if given the choice, would use teaching sequences that are similar to those suggested by recent research, that is, bottom-up approaches starting with the microscopic (attractive forces between atoms) and then moving towards the macroscopic (substances and their properties). However, teachers do not appear to give learner everyday prior understandings or learning demands of their specific learners much attention when going about planning teaching sequences. Given the need to introduce evidence-based effective teaching sequences, the findings suggest that the most productive way would be through writing these sequences into curriculum documents rather than promoting these through other means such as continuous professional development programmes.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A