Why school-related content knowledge for pre-service chemistry teachers should include basic concepts in organic chemistry

Jolanda Hermanns,Nico Ermler

doi:10.1515/cti-2020-0033

Abstract

Abstract In this paper we describe and evaluate a study on the use of concepts in organic chemistry while solving tasks that are designed after the concept of school-related content knowledge (SRCK). The study was designed as a mixed methods study and conducted at a German university for the content of “organic chemistry”. As the results of this study show, the students rate the tasks and the use of anchoring concepts as for example “bonds” or “structure and function” as relevant for their future profession as a chemistry teacher. They therefore propose that concepts should be an integral part of their university studies as they find it lacking at the moment. Concepts can also be seen as an opportunity to build a bridge between school knowledge and university knowledge.

Highlights

In this paper we describe and evaluate a study on the use of concepts in organic chemistry while solving tasks that are designed after the concept of school-related content knowledge (SRCK)
Since Shulman’s definition of the professional knowledge of teachers (Shulman, 1986) as content knowledge (CK), pedagogical content knowledge (PCK) and pedagogical knowledge (PK) there is a continuous discussion about the knowledge and skills a teacher should have
(3) What attitude do pre-service chemistry teachers have towards concepts in organic chemistry? (4) How do the students rate the usefulness of the anchoring concepts for solving tasks? (5) In what way do concepts build a bridge between university and school knowledge as defined by the

Summary

Introduction

Since Shulman’s definition of the professional knowledge of teachers (Shulman, 1986) as content knowledge (CK), pedagogical content knowledge (PCK) and pedagogical knowledge (PK) there is a continuous discussion about the knowledge and skills a teacher should have. Woehlecke et al (2017) divides the CK in school knowledge, SRCK and university knowledge Both descriptions refer to the specific CK for prospective teachers. As theoretical background for our courses and research we rely on the construct by Woehlecke et al (2017). This construct consists of the following three facets: – Knowledge of concepts and their application in the respective subject, – Knowledge of learning processes including subject-specific theories, terminologies, epistemological- and validity principles (comment by the authors: at university for the learning process of the pre-service chemistry students), – Knowledge to adapt complexity meaningfully and anticipatorily

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Conclusion