engleski

Evidence of the development of pedagogical content knowledge related to chemical bonding during a course for preservice chemistry teachers

The impression that many pre-service chemistry teachers are demonstrating issues in application of their Pedagogical content knowledge (PCK) in teaching practice, especially in the area of fundamental chemistry topics, serves as motivation for changes of Chemistry Education 2 course curriculum. For the purpose of stimulation of PCK the course is changed in following areas: intending learning outcomes, the language of chemistry instruction, awareness of “Johnstone’s triangle” of operations and common alternative conceptions. To obtain evidence of pre-service teachers’ in- practice PCK about chemical bonding, especially PCK related to the revised areas of Chemistry Education 2 course, we designed and conducted a case study based on detailed monitoring of one pre-service teacher’s pre-teaching, teaching and teaching evaluation activities. The findings demonstrate evidence of growth of the preservice teacher’s PCK about chemical bonding, with particular characteristics that indicate that their source is almost certainly the revised Chemistry Education 2 curriculum.

chemical bonding ; Chemistry Education course ; pedagogical content knowledge ; preservice chemistry teachers

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