Assessing teachers' knowledge: incorporating context-based learning in chemistry. Issue 4 (21st July 2021)

• Record Type: Journal Article
• Authors: Tal, Marina; Herscovitz, Orit; Dori, Yehudit Judy
• Is Part Of: Chemistry education research and practice. Volume 22:Issue 4(2021)
• Page Start: 1003
• Page End: 1019
• Publication Date: 2021-07-21
• Subjects: Chemistry -- Study and teaching (Higher) -- Europe -- Periodicals; Chemistry -- Periodicals; 507.114
• DOI: 10.1039/d0rp00359j
• Languages: English
• ISSNs: 1756-1108

Abstract

Abstract : Content knowledge (CK), pedagogical content knowledge (PCK) and, assessment knowledge (AK) are fundamental types of teachers' knowledge. Second-career, pre-service chemistry teachers leave the industry and return to the Technion to study in the Views program to obtain a high school teaching certificate. Their background can potentially contribute to higher quality of science teaching and learning in general and of chemistry teaching in particular. We investigated how pre-service chemistry teachers' knowledge develops as they are exposed to chemistry context-based learning, and what differences are there between pre- and in-service teachers' knowledge types and their self-efficacy. The participants were 25 second-career pre-service teachers and 29 in-service chemistry teachers who served as a comparison group. The teachers' professional growth was examined by assessing their CK, PCK, AK, and self-efficacy by using three questionnaires that included adapted scientific articles on energy, acid-base, and oxidation-reduction in the context of sustainability. Five expert chemistry teachers validated the questionnaires. We found that all three knowledge types of the pre-service teachers improved during the course and they became more aware of sustainable chemistry issues than the in-service teachers. The study contributes to chemistry education by narrowing the gap that exists in the literature between chemistry teachers' PCK and AK on the one hand and self-efficacy on the other hand. We offer an assessment tool for identifying and quantifying teachers' knowledge. We offer recommendations for science educators about the needs, strengths, and weaknesses of pre- and in-service teachers related to teaching sustainable chemistry.