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Direct linkBennett, Judith; Lubben, Fred; Hampden-Thompson, Gillian – International Journal of Science Education, 2013
This paper presents the findings of the qualitative component of a combined methods research study that explores a range of individual and school factors that influence the uptake of chemistry and physics in post-compulsory study in England. The first phase involves using the National Pupil Database to provide a sampling frame to identify four…
Descriptors: Foreign Countries, Physical Sciences, Chemistry, Physics
Rollnick, Marissa; Bennett, Judith; Rhemtula, Mariam; Dharsey, Nadine; Ndlovu, Thandi – International Journal of Science Education, 2008
This paper presents two South African case studies designed to explore the influence of subject matter knowledge on pedagogical content knowledge (PCK). In the first case study on teaching the mole in two township schools, the findings illustrate that the participant teachers favoured procedural approaches at the expense of conceptual…
Descriptors: Pedagogical Content Knowledge, Teacher Characteristics, Chemistry, Science Instruction
Bennett, Judith; Grasel, Cornelia; Parchmann, Ilka; Waddington, David – International Journal of Science Education, 2005
The study explores teachers' experiences of teaching a context-based chemistry course, "Salters Advanced Chemistry", as compared with teachers of a conventional course. Second, main factors that appear to influence decisions over whether or not to adopt context-based courses are investigated. Two hundred and twenty-two teachers' views of a…
Descriptors: Teaching Methods, Concept Formation, Instructional Innovation, Chemistry
