NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Teachers7
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 76 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Schultz, M.; Lawrie, G. A.; Bailey, C. H.; Dargaville, B. L. – Chemistry Education Research and Practice, 2018
An established tool for collating secondary teachers' pedagogical content knowledge (Loughran's CoRe) has been adapted for use by tertiary educators. Chemistry lecturers with a range of levels of experience were invited to participate in workshops through which the tool was piloted, refined and applied. We now present this refined tool for the…
Descriptors: Chemistry, Science Teachers, Secondary School Teachers, Pedagogical Content Knowledge
Peer reviewed Peer reviewed
Direct linkDirect link
Wei, Bing; Liu, Hao – Chemistry Education Research and Practice, 2018
We have examined an experienced chemistry teacher's pedagogical content knowledge (PCK) of teaching with practical work in China. Based on the well-known PCK model by Magnusson S. J., Krajcik J. and Borko H., (1999), "Nature, sources, and development of pedagogical content knowledge for science teaching," in Gess-Newsome J. and Lederman…
Descriptors: Chemistry, Science Teachers, Pedagogical Content Knowledge, Teacher Competencies
Peer reviewed Peer reviewed
Direct linkDirect link
Ollino, Mario; Aldoney, Jenny; Domínguez, Ana M.; Merino, Cristian – Chemistry Education Research and Practice, 2018
This study presents a method for teaching the subject of chemical equilibrium in which students engage in self-learning mediated by the use of a new multimedia animation (SEQ-alfa©). This method is presented together with evidence supporting its advantages. At a microscopic level, the simulator shows the mutual transformation of A molecules into B…
Descriptors: Chemistry, Scientific Concepts, Science Instruction, Pretests Posttests
Peer reviewed Peer reviewed
Direct linkDirect link
Miller-Friedmann, Jaimie; Childs, Ann; Hillier, Judith – Chemistry Education Research and Practice, 2018
The internationally acknowledged gender gap in science continues to be an unrelenting concern to science educators; aggregate data in the UK show that both recruitment and retention of women in academic science remain relatively low. Most published research focuses on women in the broad field of science, generates correlations or predictions, or…
Descriptors: Sex Fairness, Chemistry, Science Instruction, Females
Peer reviewed Peer reviewed
Direct linkDirect link
Akin, Fatma Nur; Uzuntiryaki-Kondakci, Esen – Chemistry Education Research and Practice, 2018
We examined the interactions among pedagogical content knowledge (PCK) components of novice and experienced chemistry teachers in teaching reaction rate and chemical equilibrium topics in this qualitative multiple-case design study. For this aim, three chemistry teachers who had different levels of teaching experience in chemistry teaching were…
Descriptors: Pedagogical Content Knowledge, Chemistry, Science Instruction, Science Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Cetin-Dindar, Ayla; Boz, Yezdan; Sonmez, Demet Yildiran; Celep, Nilgun Demirci – Chemistry Education Research and Practice, 2018
In this study, a mixed-method design was employed to investigate pre-service chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and…
Descriptors: Pedagogical Content Knowledge, Science Teachers, Chemistry, Technological Literacy
Peer reviewed Peer reviewed
Direct linkDirect link
Benny, Naama; Blonder, Ron – Chemistry Education Research and Practice, 2018
Regular high-school chemistry teachers view gifted students as one of several types of students in a regular (mixed-ability) classroom. Gifted students have a range of unique abilities that characterize their learning process: mostly they differ in three key learning aspects: their faster learning pace, increased depth of understanding, and…
Descriptors: Chemistry, Science Teachers, Teacher Student Relationship, Academically Gifted
Peer reviewed Peer reviewed
Direct linkDirect link
Joki, Jarkko; Aksela, Maija – Chemistry Education Research and Practice, 2018
Teaching chemical bonding using the octet rule as an explanatory principle is problematic in many ways. The aim of this case study is to understand the learning and teaching of chemical bonding using a research-informed teaching model in which chemical bonding is introduced as an electrostatic phenomenon. The study posed two main questions: (i)…
Descriptors: Chemistry, Scientific Concepts, Science Instruction, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Aydin-Gunbatar, Sevgi; Tarkin-Celikkiran, Aysegul; Kutucu, Elif Selcan; Ekiz-Kiran, Betul – Chemistry Education Research and Practice, 2018
In this study, we sought to examine the influence of a 12-week design-based elective Science, Technology, Engineering, and Mathematics (STEM) course on pre-service chemistry teachers' content knowledge, STEM conceptions, and engineering and engineering design views. To attain the goals determined, we utilized five STEM activities starting with a…
Descriptors: STEM Education, Engineering Education, Chemistry, Science Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Uzuntiryaki-Kondakci, Esen; Demirdögen, Betül; Akin, Fatma Nur; Tarkin, Aysegul; Aydin-Günbatar, Sevgi – Chemistry Education Research and Practice, 2017
This study combined two important frameworks--teacher self-regulation and pedagogical content knowledge (PCK)--to reveal whether they were related to each other. To fulfill this aim, researchers utilized a case-study design. Data were collected from five preservice chemistry teachers through semi-structured interviews, lesson plans in the form of…
Descriptors: Self Management, Pedagogical Content Knowledge, Preservice Teachers, Science Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Crujeiras-Pérez, B.; Jiménez-Aleixandre, M. P. – Chemistry Education Research and Practice, 2017
This paper examines the process of high school students' planning investigations in the chemistry laboratory across two consecutive academic years in terms of their actions and their progress. The context is a set of five inquiry-based laboratory tasks in which participants (9th and 10th graders, 14-15 and 15-16 years of age) are required to plan…
Descriptors: High School Students, Learner Engagement, Longitudinal Studies, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Cigdemoglu, C.; Arslan, H. O.; Cam, A. – Chemistry Education Research and Practice, 2017
Argumentative practices have the potential to contribute to scientific literacy. However, these practices are not widely incorporated in science classrooms and so their effect on the domains of literacy is still not revealed. Therefore, this study proposes to reveal the effect of argumentation on the three domains of chemical literacy related to…
Descriptors: Persuasive Discourse, Preservice Teachers, Science Teachers, Teacher Competencies
Peer reviewed Peer reviewed
Direct linkDirect link
Vlacholia, Maria; Vosniadou, Stella; Roussos, Petros; Salta, Katerina; Kazi, Smaragda; Sigalas, Michael; Tzougraki, Chryssa – Chemistry Education Research and Practice, 2017
We present two studies that investigated the adoption of visual/spatial and analytic strategies by individuals at different levels of expertise in the area of organic chemistry, using the Visual Analytic Chemistry Task (VACT). The VACT allows the direct detection of analytic strategy use without drawing inferences about underlying mental…
Descriptors: Organic Chemistry, Expertise, Visual Perception, Spatial Ability
Peer reviewed Peer reviewed
Direct linkDirect link
Head, M. L.; Yoder, K.; Genton, E.; Sumperl, J. – Chemistry Education Research and Practice, 2017
Chemical representations serve as a cornerstone to guide the teaching of chemistry concepts. The influence that a chemical representation has on instruction is largely dependent on how well the viewer interprets the information in the representation. Teachers serve as a guide to the students as they point out and make connections between the…
Descriptors: Preservice Teachers, Science Teachers, Knowledge Level, Chemistry
Peer reviewed Peer reviewed
Direct linkDirect link
Çiçek, Ö.; Ilhan, N. – Chemistry Education Research and Practice, 2017
Students are more likely to be successful in topics they are interested in than others. This study aims to develop an Acid-Base Interest Scale (ABIS) and subsequently evaluate the interest of pre-service science teachers in acids-bases according to gender, years at the university, type of high school the pre-service science teachers attended, and…
Descriptors: Student Interests, Science Interests, Chemistry, Science Tests
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6