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Showing 1 to 15 of 86 results Save | Export
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Zheng, Changlong; Li, Langsen; He, Peng; Jia, Mengying – Chemistry Education Research and Practice, 2019
Although the content of science lessons has been analyzed from different perspectives by developing a set of codes (e.g., K. J. Roth, S. L. Druker, H. E. Garnier, M. Lemmens, C. Chen, T. Kawanaka, and R. Gallimore, (2006), Teaching science in five countries: results from the TIMSS 1999 video study, Washington, DC: National Center for Education…
Descriptors: Foreign Countries, Science Instruction, Coding, Teaching Methods
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Lawrie, Gwendolyn A.; Schultz, Madeleine; Bailey, Chantal H.; Dargaville, Bronwin L. – Chemistry Education Research and Practice, 2019
Several common characteristics of the journey towards tertiary teaching expertise have been deduced through a detailed analysis of transcripts that originated from interviews conducted with ten recognised excellent tertiary chemistry teachers. The interviews were structured around Loughran's CoRe questions and yielded deep insights into the topic…
Descriptors: Chemistry, College Faculty, Science Teachers, Expertise
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Morais, C.; Araujo, J. L.; Saude, I. – Chemistry Education Research and Practice, 2019
A storytelling approach has been seen as a powerful way to teach science and arouse interest and promote positive attitudes toward learning science in the early years. The purpose of our study was to determine how middle school students -- Key Stage 3 (KS3) aged 12-14 in Portuguese schools -- experienced learning chemistry through storytelling and…
Descriptors: Chemistry, Story Telling, Middle School Students, Preschool Children
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Moreira, Patricia; Marzabal, Ainoa; Talanquer, Vicente – Chemistry Education Research and Practice, 2019
Understanding how chemistry teachers' interventions shape the reasoning that students express after a lesson is critical to support prospective and in-service teachers as they work with students' ideas in the classroom. In this qualitative research study, we analysed changes in the reasoning expressed by 10th grade students in a Chilean school in…
Descriptors: Science Instruction, Chemistry, Grade 10, Foreign Countries
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Boz, Yezdan; Ekiz-Kiran, Betul; Kutucu, Elif Selcan – Chemistry Education Research and Practice, 2019
In this study, we examined the effect of School Experience (SE) and Practice Teaching (PT) courses on pre-service chemistry teachers' beliefs towards chemistry teaching over a one-year period. To reach this purpose, participants' beliefs and experiences towards chemistry teaching were monitored closely throughout the varied phases of the two…
Descriptors: Instructional Effectiveness, Preservice Teachers, Practicums, Student Attitudes
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Dorfman, Bat-Shahar; Terrill, Bronwyn; Patterson, Kate; Yarden, Anat – Chemistry Education Research and Practice, 2019
Despite the advancements in the production and accessibility of videos and animations, a gap exists between their potential for science teaching and their actual use in the classroom. The aim of this study was to develop and evaluate an approach to boost chemistry and biology teachers' Technological Pedagogical Content Knowledge (TPACK) and their…
Descriptors: Individualized Instruction, Video Technology, Animation, Biochemistry
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Nakiboglu, Canan; Nakiboglu, Nuri – Chemistry Education Research and Practice, 2019
In this study, how prospective chemistry teachers (PCTs) perceive precipitation and conceptualize precipitation reactions at the symbolic level was explored. Further, it was of interest to identify PCTs' visualization of the sub-microscopic level of precipitation reactions. The sample was drawn from the Chemistry Education Department at the…
Descriptors: Science Teachers, Preservice Teachers, Chemistry, Knowledge Level
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Bussey, Thomas J.; Orgill, MaryKay – Chemistry Education Research and Practice, 2019
Instructors draw on their intentions for student learning in the enactment of curriculum, particularly in the selection and presentation of external representation of scientific phenomena. These representations both create opportunities for students to experience non-experiential biochemical phenomena, such as protein translation, and constrain…
Descriptors: Biochemistry, Science Instruction, Teaching Methods, College Faculty
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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
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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
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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
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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
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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
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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
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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
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