Development of a Field-Based Chemistry Experiment Teaching Model to Strengthen Pre-Service Teachers’ Competence for Teaching Chemistry Experiments

Sung Woo Bae,Jae Hwan Lee,Jongseok Park

doi:10.1163/23641177-bja10037

Sung Woo Bae, Jae Hwan Lee + Show 1 more

Open Access

https://doi.org/10.1163/23641177-bja10037

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Abstract

Abstract The FCE (field-based chemistry experiment) model was developed to cultivate pre-service science teachers’ ability to teach chemistry experiments in secondary classrooms. We describe the process of developing the FCE model and student activities via feedback from experts and analysis of the implemented program. This study evaluated the effectiveness of implementing the FCE model with 58 pre-service science teachers to examine how this model impacts on the role of the instructor and students. Implementation impact was examined by analyzing qualitative data from surveys and observations of student activities. The FCE model minimized the role of the instructor by using flipped learning and cooperative learning, which enabled learners to construct class contents by themselves with topics aligned to the secondary science curriculum. Findings suggest the FCE model supports pre-service science teachers to acquire both knowledge and practical skills related to conducting and teaching experiments. Implications for pre-service science teacher preparation are discussed.

Highlights

General chemistry and laboratory courses as a required liberal arts education cover basic concepts and essential contents of chemistry for science majorsASIA-PACIFIC SCIENCE EDUCATION 7 (2021) 522–548 Downloaded from Brill.com01/20/2022 10:02:52AMBae, Lee and Park (Hawkes, 1992)
The survey conducted on the students with a major in life science who were taking general chemistry course at a U.S University reveals that the course should focus more biological perspective that are related to chemistry than the general chemistry
The research was conducted as a participant observer study with the course instructor serving as both a participant in the course and as a researcher. Learner outcomes such as class materials, preliminary reports, result reports, class observation reports, and data such as questionnaires and interviews were collected. This study explores both qualitative and quantitative data collected from pre-service teachers as they engaged in the FIELD-BASED CHEMISTRY EXPERIMENT (FCE) course to report on their overall impressions about the effectiveness of this model for learning both content and pedagogy

Summary

Introduction

General chemistry and laboratory courses as a required liberal arts education cover basic concepts and essential contents of chemistry for science majorsASIA-PACIFIC SCIENCE EDUCATION 7 (2021) 522–548 Downloaded from Brill.com01/20/2022 10:02:52AMBae, Lee and Park (Hawkes, 1992). Data shows that it is much more effective to divide students into groups, when conducting experiments in a laboratory setting, rather than an individual activity, resulting in a higher learning effect. Hawks (2007) points out that introductory level chemistry courses for engineering students need to be drastically revised to meet the needs of students. He has previously made similar claims in the research for life science majors (Hawks, 1989). The survey conducted on the students with a major in life science who were taking general chemistry course at a U.S University reveals that the course should focus more biological perspective that are related to chemistry than the general chemistry. Teaching general chemistry or general chemistry experiment courses at universities need to be adjusted depending on the learners’ major

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