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ERIC Number: EJ1184777
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1029-8457
What Sequence Do We Follow in Teaching Concepts in Chemistry? A Study of High School Physical Science Teachers' PCK
Sibanda, Doras
African Journal of Research in Mathematics, Science and Technology Education, v22 n2 p196-208 2018
The purpose of this study was to explore whether chemistry lesson sequences can indicate the level of teachers' pedagogical content knowledge (PCK). The sequencing of lessons for teaching chemical bonding is taken as the case for this study. The correct sequencing of concepts in teaching chemical bonding is key to learners' conceptual understanding of the topic. The study was located within an interpretive paradigm and employs content representations (CoRes) as an analytical tool. To understand the motivation for and the nature of teachers' lesson sequences, one-on-one semi-structured interviews were conducted with 11 teachers who had previously participated in a questionnaire survey (n = 227). To gain insight into teachers' knowledge of teaching chemical bonding, the interview protocol included questions on steps teachers take when preparing to teach the topic, the order in which sub-topics are scheduled and the effect of learner difficulties on lesson sequencing. The findings indicate that lesson sequences can give insights into the nature of high school teachers' chemistry knowledge. Results of one-way analysis of variance of the questionnaire responses showed that the location and resourcing of the school have an impact on whether teachers use teaching sequences prescribed by the textbook.
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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