About CERP

Current Issue

Past Issues

Note on Safety

Reviewers of CERP

Call for Papers

Guidelines for Submissions

Submission Form (PDF)

Help

Home

CHEMISTRY EDUCATION:
RESEARCH AND PRACTICE IN EUROPE

2000, Vol. 1, No. 1, pp. 91-96
RESEARCH REPORT
Concept teaching and learning
Contents     Previous Page
Next Page

Onno DE JONG
Utrecht University, Department of Chemical Education

HOW TO TEACH THE CONCEPT OF HEAT OF REACTION: A STUDY OF PROSPECTIVE TEACHERS' INITIAL IDEAS

ABSTRACT: This paper presents a study of prospective teachers' initial knowledge of how to teach the energetics of chemical reactions. The research was designed as a naturalistic case-study. Fourteen prospective chemistry teachers were invited to individually prepare the first two lessons on the heat involved in reactions in solutions. The lessons were for grade 11 classes (age 16-17) from pre-university schools. The prospective teachers were not allowed to consult any textbook, but they were asked to incorporate two specific classroom experiments in their lesson plan. During a group meeting, the lesson plans were exchanged and discussed. Research data were obtained from audiotaped semi-structured interviews with the individual prospective teachers. In addition, their written lesson plans were collected and analysed. The group discussions were also audiotaped and analysed. The results reveal a number of interesting characteristics of prospective teachers' pedagogical content knowledge. Implications of the study for science teacher preparation courses will also be presented. [Chem. Educ. Res. Pract. Eur.: 2000, 1, 91-96]

KEY WORDS: prospective science teachers, pedagogical content knowledge; heat of reaction; naturalistic case-study

 

 

 

University's Logo
University Of Ioannina

 
Contents     Previous Page
Next Page


[About CERP] [Current Issue] [Past Issues] [Note on Safety]
[
Reviewers of CERP] [New Call for Papers] [Guidelines for Submissions]
[
Submission Form (PDF)][Help] [Home]