Scientific dissemination texts in chemistry education: an analysis of use by pre-service teachers

In this study, we examined the effect of School Experience (SE) and Practice Teaching (PT) courses on pre-service chemistry teachers’ beliefs towards chemistry teaching over a one-year period. To reach this purpose, participants’ beliefs and experiences towards chemistry teaching were monitored closely throughout the varied phases of the two practicum courses. Two pre-service chemistry teachers participated in the study. Data were collected via semi-structured interviews, observation notes, CoRes and reflection papers. Semi-structured interviews focusing on the pre-service teachers’ beliefs regarding chemistry teaching were conducted three times while participating in the SE and PT courses. During the PT course before their teaching experiences the participants prepared CoRes, and after their experiences they critiqued their own performances. Moreover, the participants were observed during their student-teaching experiences to identify how they transfer their beliefs into their teaching. Data were analyzed via inductive analyses. Results indicated that both pre-service teachers had stable core beliefs derived from their own experiences as students that remained constant during these courses and guided their practical instruction. Although both participants attended the same courses during the teacher education program, their attitudes while taking the educational courses were different. Factors that shaped pre-service teachers’ beliefs towards teaching were presented as the practicum courses enriched with CoRes and reflection papers, observing their mentors, experiences gained from microteaching sessions, and pedagogical and methods courses taken during the pre-service teacher education program. Implications for the formation of pre-service teachers’ beliefs towards teaching throughout pre-service teacher education programs were provided.

The aim of this study was to examine the impact of developing WebQuests on the attention, confidence, relevance and satisfaction, or motivation, of pre-service secondary mathematics and chemistry teachers in the instructional technologies and material design course. There were a total of 67 pre-service teachers, 32 pre-service secondary mathematics teachers and 35 pre-service secondary chemistry teachers involved in this study, which took place over seven weeks. The pre-service teachers in both groups designed their WebQuests suitable for the level of high-school students. The researcher used a questionnaire in the collection of the data to find the motivational level of the participants. It was given to the participants by the researcher before and after the instruction during a single class period. The paired-samples t-test, independent samples t-test and ANCOVA were used in the analysis of the quantitative data. The study showed that designing WebQuests had more effect on the attention, confidence and relevance of the pre-service chemistry teachers than of the pre-service mathematics teachers. However, in general, although developing WebQuests had positive effects on the motivational levels of both pre-service secondary maths and chemistry teachers, there were no statistically significant differences found in relation to the motivational levels of both groups.    Keywords: WebQuests, pre-service teachers, attention, confidence, relevance, satisfaction

This study aims to determine the opinions of pre-service chemistry teachers on the applicability of laboratory strategies, the purposes of their use, and the factors influencing strategy preference. The research was conducted through a phenomenological design, one of the qualitative research styles. The study includes 20 pre-service chemistry teachers enrolled at a state university in Ankara. A written questionnaire comprising three queries exploring the suitability of laboratory approaches, their objectives, and the determinants influencing the selection of approaches was employed for data collection. The opinions of the pre-service chemistry teachers were collected with the data collection tool 5 times during the implementation. The data was analyzed by content and descriptive analysis of the written responses. According to the research findings, 98.7% of the pre-service teachers believe the strategies are applicable or partially applicable. The lack of materials, crowded classrooms, unsuitable laboratories, and student level, as well as difficulties in classroom management, time limitations, safety issues, problems in achieving learning outcomes, and students' unfamiliarity with laboratory strategies, were cited by pre-service teachers as factors affecting the practical use of laboratories. Additionally, pre-service teachers applied laboratory strategies for learning, learning about science, learning about research, and skill development. Meanwhile, the other result of the study was that the factors for pre-service teachers to prefer laboratory strategies vary according to the acquisition, learning environment, learning outcomes, students, and chemistry topics. The study's findings again highlight the importance of exploring pre-service teachers' opinions about teaching in the laboratory.

The purpose of this study is to investigate prospective chemistry teachers’ expectations and experiences of teaching practice. Six (four females and two males) pre-service chemistry teachers taking a School Experience II course participated in the study. A case study design was employed. The data were collected from multiple sources including observations, lesson plans, and semi-structured interviews before and after the school experience course. Pre-service teachers’ expectations and experiences were categorized regarding the faculty, placement school, and teaching practice. It was found that school experience courses are crucial for pre-service teachers in deciding whether to continue in the teaching profession. It is also concluded that the harmony between pre-service teachers’ expectations of and experiences in the school experience course had an influence on their opinions related to the teaching profession.

The primary purpose of this paper is to identify the level of interest and knowledge about fine art materials (in selected works of art) that can influence pre-service primary school, chemistry, and fine art teachers’ implementation of this content into their teaching. This knowledge can help them be aware of how a specific fine art material can be used in fine art classes. Fine art materials can also be applied in different manners by chemistry teachers and primary school teachers (science lessons) to explain the specific chemical characteristics of these substances. Altogether, 118 pre-service teachers from the Faculty of Education, University of Ljubljana participated in the study. The data were collected using three instruments: information about participants (IP), fine art materials achievement test (FAMAT), and individual interest questionnaire (IIQ), which comprise items for self-concept. It can be concluded that pre-service teachers’ average score (49.6%) on FAMAT is quite low. The results also showed that pre-service fine art teachers achieved better results than the other two groups did. Similar results were also obtained regarding participants’ interest and self-concept in learning about fine art materials. It can be concluded that more emphasis should be placed on developing the understanding of chemical and fine art concepts due to the fact that fine art and chemistry can be interdisciplinarily connected in education, according to contemporary curricular guidelines.

This study aimed to promote self-regulated learning skills in pre-service teachers, and to this end, a two-year Self-Regulated Learning Skills Development (SLSD) Plan for pre-service chemistry teachers was developed. In this SLSD plan, the strategy instruction was conducted in an integrated way into the content courses of the chemistry education curriculum. The strategy instruction was carried out in four parts: “time management strategies”, “reading comprehension and summarization strategies”, “writing strategies” and “questioning strategies”. In addition, metacognitive strategies used by the pre-service teachers during the strategy instruction were also examined. Semi-structured interviews, self-monitoring forms, field notes, and student-generated questions were used to collect data to identify the strategies that the pre-service teachers used and determine the changes that occurred as a result of the application of these strategies. The data were analyzed using descriptive and content analysis methods. It was determined that both the frequency of use and the diversity of the strategies used increased in time management strategies, reading comprehension and summarizing strategies, and writing strategies. In questioning strategies, when the quality of the questions created by pre-service teachers was examined, it was determined that there was an increase in the quality of these questions in terms of “thinking level” and “content”, but there was no regular trend in terms of “chemistry understanding levels”. It was observed that most of the pre-service teachers also applied metacognitive strategies during strategy instruction. In the light of the results of this study, suggestions on promoting self-regulated learning skills in pre-service teachers are provided for chemistry teacher education, and chemistry education researchers.

In this study, a mixed-method design was employed to investigate pre-service chemistry teachers’ Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and technological. The 17 pre-service chemistry teachers who enrolled in the Instructional Technology and Material Development course participated in the study for one semester. The purpose of this course was to learn how to integrate simulations, animations, instructional games, data-logging, virtual labs and virtual field trips into chemistry instruction considering factors such as chemistry subjects and students’ possible alternative conceptions or their previous chemistry knowledge. A survey and interviews were used to gather data on the pre-service chemistry teachers’ TPACK framework both before and after the semester. A mixed between-within subjects analysis of variance was conducted to examine the differences in the pre-service teachers’ TPACK at two time periods considering also the gender factor. For the qualitative data, deductive analysis based on existing codes and categories was applied. The quantitative and qualitative findings of this study revealed that the pre-service chemistry teachers’ TPACK improved partially on some components. In addition, based on these findings, gender was not found to be a significant variable in technology integration. For further development in the TPACK framework, more context related technology applications in a learning and teaching environment are needed.

The aim of the research is to show the learning of pre-service physics and chemistry teachers in a lesson study about tasks. The research methodology is qualitative and interpretive, with the participation of three pre-service physics and chemistry teachers. The data is collected through interviews and written reflections of the participants. The results show that pre-service teachers learn to identify tasks of different natures, valorizing open and challenging tasks in the development of students’ competences. They also recognized that when students like the task they will become more involved with learning which allows for more meaningful learning in science. Thus, the lesson study in initial training seems to promote the development of professional learning of pre-service physics and chemistry teachers in the Portuguese context. Keywords: lesson study, professional development, science education, pre-service teachers, science tasks.

Content knowledge (CK), pedagogical content knowledge (PCK) and, assessment knowledge (AK) are fundamental types of teachers’ knowledge. Second-career, pre-service chemistry teachers leave the industry and return to the Technion to study in theViewsprogram to obtain a high school teaching certificate. Their background can potentially contribute to higher quality of science teaching and learning in general and of chemistry teaching in particular. We investigated how pre-service chemistry teachers’ knowledge develops as they are exposed to chemistry context-based learning, and what differences are there between pre- and in-service teachers’ knowledge types and their self-efficacy. The participants were 25 second-career pre-service teachers and 29 in-service chemistry teachers who served as a comparison group. The teachers’ professional growth was examined by assessing their CK, PCK, AK, and self-efficacy by using three questionnaires that included adapted scientific articles on energy, acid-base, and oxidation-reduction in the context of sustainability. Five expert chemistry teachers validated the questionnaires. We found that all three knowledge types of the pre-service teachers improved during the course and they became more aware of sustainable chemistry issues than the in-service teachers. The study contributes to chemistry education by narrowing the gap that exists in the literature between chemistry teachers’ PCK and AK on the one hand and self-efficacy on the other hand. We offer an assessment tool for identifying and quantifying teachers’ knowledge. We offer recommendations for science educators about the needs, strengths, and weaknesses of pre- and in-service teachers related to teaching sustainable chemistry.

The study investigated the effect of two technology-supported constructivist learning models training programmes (Technology-Supported Predict-Explain-Observe-Explain (TS-PEOE) training programme and Technology-Supported Vee Heuristic (TS-VH) training programme) on pre-service teachers’ teaching quality and students’ learning outcomes in Chemistry. Quasi-experimental research design was adopted in this study. The instruments used for data collection were Pre-Service Teachers’ Teaching Quality Inventory (PTTQI) and Chemistry Learning Outcomes Test (CLOT). Using multi-stage sampling technique, a sample of 9 pre-service teachers and 127 students drawn from 3 schools in Anyigba Local Government Area of Kogi State, Nigeria was selected for the main study. Descriptive statistics of mean and standard deviation scores were used to answer the research questions while the null hypotheses were tested using the inferential statistics of analysis of covariance. The study revealed that, the difference among the mean teaching quality scores of pre-service chemistry teachers as rated by students taught chemistry using TS-PEOE training programme, TS-VH training programme and those taught without training programme was statistically significant {F1, 125 =14.801, P<0.05}. Thus, chemistry teachers should adopt the use of the two technology-supported constructivist learning models training programmes so as to improve their teaching quality, ultimately leading to higher students learning outcomes in Chemistry.

In the past thirty years, there have been many political changes in Croatia. These changes have had an impact on the education system, as well. The success of such educational changes depends on the teacher. The importance of teachers’ knowledge and their beliefs about teaching and learning for their action in the classroom is well known. Beliefs influence teachers’ representation of science, science knowledge and the organisation of knowledge and information. Keeping teacher professional development in mind, preservice teachers’ beliefs need to be sought out and examined by educators. These beliefs should be developed in the direction of teaching chemistry taking into account recent reforms, as well as teaching and learning theories. Various studies have been undertaken in different education backgrounds and systems regarding the beliefs of both preservice and in-service teachers. These studies show different results depending on the context in which they are undertaken. Transferring data to the Croatian system is therefore difficult. However, there are no studies in Croatia focusing on the teachers’ beliefs regrading teaching and learning chemistry. The present study evaluates the initial beliefs of preservice chemistry teachers in Croatia. The participants were instructed to draw themselves as chemistry teachers in a typical classroom situation in chemistry, and to answer four open questions. Data analysis follows a pattern representing a range between the predominance of more traditional orientations versus more modern teaching orientations, in line with educational theory focusing on: 1) beliefs about classroom organisation, 2) beliefs about teaching objectives, and 3) epistemological beliefs. The data revealed mostly traditional and teacher-centred knowledge among all of the participants. In the present paper, the data will be discussed and the implications for Croatian chemistry teacher training will be established.

The purpose of this study was to describe Turkish pre-service chemistry teachers’ beliefs about the importance of teaching chemistry in high schools. For this purpose, 45 pre-service chemistry teachers were administered a questionnaire involving open-ended questions which asked what the importance of teaching chemistry is, and why we teach chemistry in high schools. Based on the written responses, 12 pre-service teachers were chosen to be interviewed to obtain more elaborated information about their beliefs. Data analysis revealed that most of the pre-service teachers expressed that chemistry should be taught in order to explain daily life events. However, a very small number of them believed that teaching chemistry was important in terms of developing generic skills like critical thinking, and of creating curiosity and interest. This study suggests that chemistry should be taught both in high schools and universities in a way which emphasizes the importance of developing scientific skills.

CoRe is one of the Pedagogical Content Knowledge (PCK) representation that it important for pre-service chemistry teacher. This study aimed to analyze the correlation among pre-service teachers’ understanding of curriculum (UC), understanding of context-based learning (UCB), self-efficacy (SE) and the ability for designing Content Representation context-based chemistry (CoRe-CBC). A correlational study was conducted on 41 pre-service chemistry teacher of postgraduate program. Pre-service teachers’ understanding of curriculum was assessed using a 30-item of multiple choices. The 6-open ended questions were used to measure the understanding of context-based chemistry learning. Students’ self-efficacy was assessed by a questionnaire with 18 items. A group of experts confirmed the construct and face validity of all the instruments. Data analysis used Pearson correlation and regression. The result showed a high correlation between UCB and ability for designing the CoRe-CBC also with UC. A low correlation occurred between UC and the ability for designing CoRe-CBC. The variable of UCB had the biggest effect on the pre-service teacher ability for designing CoRe-CBC. However, the pre-service chemistry teacher still had less understanding in context-based chemistry learning. This study suggests that pre-service teachers’ understanding of curriculum and context-based chemistry learning should be improved. It will useful to support the implementing context-based chemistry learning.

Background Technology is a powerful tool that supports instruction; however, it cannot replace pedagogical competence. Particularly in disciplines such as chemistry, where abstract concepts are prominent, effective technology integration requires teachers to possess not only technological knowledge but also pedagogical and affective readiness. This study examines pre-service chemistry and science teachers’ cognitive, affective, and pedagogical orientations toward technology integration within a holistic framework. Purpose The purpose of this study is to examine the effects of a practice-based and structured Web 2.0–focused training process on pre-service chemistry and science teachers’ technology acceptance (UTAUT-2), anxiety toward educational technology use, and technological pedagogical content knowledge (TPACK) self-assessments, and to reveal the transformation in their pedagogical perceptions and discourses regarding technology integration through qualitative evidence supported by quantitative findings. Sample Participants were pre-service chemistry and science teachers enrolled in teacher education programs, familiar with digital technology yet lacking experience in its pedagogical application. Design and methods A mixed-methods Concurrent Triangulation design was employed, in which quantitative and qualitative data were collected simultaneously and analyzed complementarily to examine pre – post changes in technology acceptance, anxiety, and TPACK self-assessments, as well as the pedagogical context underlying these changes. Results The findings indicate that pre-service teachers perceived undergraduate-level technology courses as insufficient; however, following the practice-based training, significant increases were observed in technology acceptance and TPACK self-assessments, along with notable decreases in anxiety toward educational technology use. While pre-training views on technology use were generally broad and superficial, post-training responses shifted toward pedagogically grounded practices aligned with different instructional stages; UTAUT-2 results were found to be consistent with this transformation, particularly through significant increases observed in the subdimensions of Facilitating Conditions, Social Influence, Habit, and Behavioral Intention. Conclusion The study suggests that applied training can reduce pre-service teachers’ anxiety regarding technology use. Developing both pedagogical and technological knowledge fosters self-evaluation and technology acceptance, emphasizing that effective educational technology use requires both technical and pedagogical skills.

The chapter illustrates some outcomes of a teacher education intervention designed to promote pre-service teachers’ learning of the epistemic core which includes the aims and values, practices, methods and knowledge of chemistry. The purpose is to demonstrate what is likely to be observed when the epistemic core ideas are infused in chemistry teacher education. Thematic outcomes are discussed relative to the target themes that were promoted in the teacher education sessions, such as the definition of aims and values in science, types of scientific practices, diversity of methods and coherence between forms of knowledge and growth of knowledge. Example outcomes from three chemistry pre-service teachers are used to provide evidence for how the teacher education intervention influenced pre-service teachers’ representations and their perceptions as captured in their visual and verbal communication. The outcomes are reported through a qualitative and in-depth description. Pre-service teachers were able to express the key themes introduced in the sessions, and they creatively used analogies to situate and communicate their understanding.