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ERIC Number: EJ883542
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-1756-1108
Chemistry Teacher Education to Promote Understanding of Learning through Effective Reflective Practice
Corrigan, Deborah
Chemistry Education Research and Practice, v10 n2 p121-131 2009
This paper describes how a frame has been used to articulate the intentions of a pre-service chemistry education course to students of that course. The frame, which draws on appropriate knowledge bases for teachers of science, was also used through the teaching of the course as a diagnostic and development tool to assist the learning of these pre-service teachers. However, the success of using such a frame also relies on the use of reflective tools to monitor student learning, such as learning logs and portfolios. While participants in this course were initially reluctant to participate in reflective practices that would help them monitor their own learning and make judgements about what learning they needed to engage in to develop further, by the end of this year long course all participants had changed in their beliefs about the value of reflection. The frames have been instrumental in providing these pre-service chemistry teachers with mechanisms for improving their conceptual knowledge base for the teaching of chemistry. (Contains 3 notes, 1 table, and 1 figure.)
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia