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Conference Paper: The impact of teachers' pedagogical knowledge of triplet relationship on their decision to teaching triplet in chemistry

TitleThe impact of teachers' pedagogical knowledge of triplet relationship on their decision to teaching triplet in chemistry
Authors
KeywordsChemistry
Instructional strategies
Teacher professional development
Issue Date2013
PublisherEuropean Science Education Research Association.
Citation
The 10th Conference of the European Science Education Research Association (ESERA 2013), Nicosia, Cyprus, 2-7 September 2013. How to Cite?
AbstractSince early nineties, Johnstone (1991) introduced the idea of three levels of representation in chemistry, the first is ‘descriptive and functional’, the second is ‘explanatory’, and the third is ‘representational’. These three levels of chemistry representation were named as ‘triplet relationship’ (Gilbert & Treagust, 2009). Despite considerable research evidence about the positive impact of explicit teaching of triplet relationship on students’ conceptual understanding in chemistry, it is not commonly seen in Hong Kong chemistry classrooms. The lack of enthusiasm among chemistry teachers in implementing this approach in teaching chemistry suggests that there are issues and concerns to be resolved before teachers see considerable advantages of this approach over their current practices. This study follows Boz and Boz’s (2008) arguments to explore: What and how much of pedagogical knowledge related to the triplet relationship do chemistry teachers possess, and does such pedagogical knowledge affect their decision to teach the triplet relationship in their lessons, and how? Three chemistry teachers were recruited for this multiple-case qualitative study. The data collected from each teacher includes field notes taken during the class observation, video record of all lessons observed, artefacts of lesson materials, and hours long in-depth interviews were conducted with each teacher. Simon’s pedagogical knowledge of triplet relationship is comparatively weaker than others, he thinks linking up any two levels is adequate. Pamela has good pedagogical knowledge of triplet relationship, she uses macroscopic as the core of teaching, followed by (sub)microscopic level explanation and symbolic level representation. Johnson has very good pedagogical knowledge of triplet relationship, he thinks choosing the appropriate context is the most important idea of teaching triplet, such as teaching with demonstration as the core for the topic of acid, focusing on particle theory for the topic of periodicity, and using graphs as the major pedagogies to teach equilibrium.
DescriptionStrand 3: Science teaching processes
The Conference proceedings' website is located at http://www.esera.org/publications/esera-conference-proceedings/science-education-research-for-evidence-/
Persistent Identifierhttp://hdl.handle.net/10722/206073
ISBN

 

DC FieldValueLanguage
dc.contributor.authorWong, Sen_US
dc.contributor.authorWong, ASLen_US
dc.date.accessioned2014-10-20T12:04:24Z-
dc.date.available2014-10-20T12:04:24Z-
dc.date.issued2013en_US
dc.identifier.citationThe 10th Conference of the European Science Education Research Association (ESERA 2013), Nicosia, Cyprus, 2-7 September 2013.en_US
dc.identifier.isbn978-9963-700-77-6-
dc.identifier.urihttp://hdl.handle.net/10722/206073-
dc.descriptionStrand 3: Science teaching processes-
dc.descriptionThe Conference proceedings' website is located at http://www.esera.org/publications/esera-conference-proceedings/science-education-research-for-evidence-/-
dc.description.abstractSince early nineties, Johnstone (1991) introduced the idea of three levels of representation in chemistry, the first is ‘descriptive and functional’, the second is ‘explanatory’, and the third is ‘representational’. These three levels of chemistry representation were named as ‘triplet relationship’ (Gilbert & Treagust, 2009). Despite considerable research evidence about the positive impact of explicit teaching of triplet relationship on students’ conceptual understanding in chemistry, it is not commonly seen in Hong Kong chemistry classrooms. The lack of enthusiasm among chemistry teachers in implementing this approach in teaching chemistry suggests that there are issues and concerns to be resolved before teachers see considerable advantages of this approach over their current practices. This study follows Boz and Boz’s (2008) arguments to explore: What and how much of pedagogical knowledge related to the triplet relationship do chemistry teachers possess, and does such pedagogical knowledge affect their decision to teach the triplet relationship in their lessons, and how? Three chemistry teachers were recruited for this multiple-case qualitative study. The data collected from each teacher includes field notes taken during the class observation, video record of all lessons observed, artefacts of lesson materials, and hours long in-depth interviews were conducted with each teacher. Simon’s pedagogical knowledge of triplet relationship is comparatively weaker than others, he thinks linking up any two levels is adequate. Pamela has good pedagogical knowledge of triplet relationship, she uses macroscopic as the core of teaching, followed by (sub)microscopic level explanation and symbolic level representation. Johnson has very good pedagogical knowledge of triplet relationship, he thinks choosing the appropriate context is the most important idea of teaching triplet, such as teaching with demonstration as the core for the topic of acid, focusing on particle theory for the topic of periodicity, and using graphs as the major pedagogies to teach equilibrium.-
dc.languageengen_US
dc.publisherEuropean Science Education Research Association.-
dc.relation.ispartofProceedings of the ESERA 2013 Conferenceen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectChemistry-
dc.subjectInstructional strategies-
dc.subjectTeacher professional development-
dc.titleThe impact of teachers' pedagogical knowledge of triplet relationship on their decision to teaching triplet in chemistryen_US
dc.typeConference_Paperen_US
dc.identifier.emailWong, ASL: aslwong@hkucc.hku.hken_US
dc.identifier.authorityWong, ASL=rp00972en_US
dc.description.naturepostprint-
dc.identifier.hkuros241250en_US

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