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]
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
