Online Assignments: Pre- and In-service Chemistry Teachers’ Knowledge, Perceptions and Reflections

Abstract

Our research goal was to identify chemistry teachers’ perceptions towards implementation of online assignments, assess their knowledge types, and analyze teachers’ reflections on the implementation of these assignments. We assessed the online assignments they developed based on their knowledge types: pedagogical content knowledge (PCK), technological knowledge (TK), and assessment knowledge (AK). The study included 45 participants, of whom 20 were pre-service and 25 in-service chemistry teachers. The research tools were (a) a perceptions questionnaire, (b) online assignments the teachers developed, and (c) teachers’ written reflections. We analyzed the teachers’ perceptions and the assignments they developed using a rubric designed to represent the teachers’ technological, pedagogical, and content knowledge (TPACK), including PCK, TK, and AK. We found that all the teachers perceived themselves as highly capable of engaging their students in online assignments; in teaching and managing the class while integrating online assignments; and in using, developing, and assessing students via online assignments. The teachers’ online assignments received high scores in the TPACK categories, but lower scores in the AK category. Teachers’ reflections indicated that integrating online assignments helped their students understand the material and may improve their motivation. Our methodological contribution stems from the rubric we developed for analyzing teachers’ TPACK.