Points de vue de professeurs et de futurs professeurs de chimie concernant l'enseignement de la combustion

Abstract

Prospective and experienced chemistry teachers’ views on teaching combustion : a comparative study An important task of science teachers should be to take students preconceptions and difficulties into account and to negotiate the meanings of specific science concepts. In this context, teachers’ pedagogical content knowledge plays an important role. This paper presents a study of prospective and in-service chemistiy teachers’ conceptions of how to teach the concept of combustion. Seven prospective teachers and seven experienced teachers were invited to prepare a first lesson about combustion for students aged 14-15. Research data were obtained from audiotaped semi-structured interviews with the teachers. Besides, their written lesson plans as well as their answers on an accompanying questionnaire were collected and analysed. The results reveal a number of important characteristics of teachers’ views on teaching combustion. Interesting differences between views of prospective and experienced teachers have also been found. Implications of the study for science teacher education are presented.