Pre-service Chemistry Teachers Research Articles

Nudging College Pre-service Teachers towards the Desired Path in Isomerism Concepts of Aliphatic Hydrocarbons through the Use of Conceptual Change Texts

The main objective of the study was to determine Pre-service Chemistry Teachers’ (PCTs) understanding of isomerism related concepts of Aliphatic Hydrocarbons (AHs). To get in-depth picture of PCTs understanding on isomerism related concepts of AHs, case study was employed. The sample for this study consisted of twelve participants selected from 87 PCTs randomly, in two classes. These were second year PCTs registered in Introductory Organic Chemistry I course in Arbaminch College of Teachers Education, Southern, Nations, Nationalities and Peoples Regional State (SNNPRS), Ethiopia in the year 2017 G.C. A semi-structured interview was used for judging understanding of PCTs in relation to isomerism concepts. A framework analysis approach was applied to analyze interview data. The results of analysis revealed that the PCTs in the Intervention Group (IG) had better acquisition of isomerism concepts than those in the Comparison Group (CG). Based on the results and discussions, conclusions were made.

Analyzing the role of metacognitive awareness in preservice chemistry teachers' understanding of gas behavior in a multirepresentational instruction setting

AbstractThis mixed‐method study examined the influence of metacognitive awareness on the change in preservice chemistry teachers' understandings of gas behavior in the context of multirepresentational (MR) instruction. The goal was to describe the types of understanding of gas behavior held by a group of participants with high metacognitive awareness (MA) and a group with low MA before and after the MR instruction. A total of 34 preservice chemistry teachers participated in the study. Data sources included the metacognitive awareness inventory and the two‐tier nature of gases diagnostic questionnaire. Data from these sources were coded and analyzed using quantitative and qualitative methods. A statistically significant difference was observed for the understanding of gas behavior before the MR instruction between the participants with high MA and those with low MA. Both groups of participants exhibited substantial progress toward a scientific understanding from pre‐ to post‐instruction. However, the participants with high MA outperformed those with low MA in terms of developing a more scientific understanding of gas behavior after the MR instruction. In addition, following the MR instruction, while the participants with high MA eliminated 85% of their alternative conceptions, the participants with low MA eliminated only about 60% of their alternative conceptions.

COOPERATION OF THE PRE-SERVICE CHEMISTRY AND GEOGRAPHY TEACHERS ON AN INTERDISCIPLINARY LESSON PLANNING

The aim of this research was to examine the effects of a new platform for raising the pre-service chemistry and geography teachers’ awareness of cooperation possibilities associated with the planning relevant interdisciplinary lesson. The research featured the participation of 16 students of the Faculty of Chemistry and 28 students of the Faculty of Geography of Belgrade University. Two workshops were conducted within the research. During the first workshop the participants worked in small groups on the tasks which served to strengthen their awareness on the relevant science education. The second workshop comprised the jointly planning the interdisciplinary lessons in groups with members of the pre-service teachers of both subjects. The participants’ lesson plans contain goals that can be classified as those relevant for the individual and those relevant for society. Half of the lesson plans contained formulations of goals that can be assessed as relevant for certain professions. The activities planned for the attainment of the stated goals support an interdisciplinary approach, encompass the concepts envisaged by the chemistry and geography curricula, and the activities specific to these two subjects. Keywords: cooperative planning, interdisciplinary lesson, pre-service chemistry teachers, pre-service geography teachers, relevant science education.

Improving critical thinking skill of preservice chemistry teacher through writing assignment

Critical thinking is a skill that can be trained, which has some indicators such as thinking clearly and rational, be able to evaluate an information credibly through interpretation, analysis, argumentation and making conclusion. There are three indicators that can be used to identify critical thinking skill of chemistry student, i.e. analysis, evaluation and inference. These indicators are formulated based on the chemistry subject to be learned and explicitly can be formulated in the learning plan, student activity sheet, and learning material. Through writing assignment at the end of learning phase of the Reality-based Chemistry Learning Model, students’s critical thinking can be identified.

Using Action Research to Innovate Teacher Education Concerning the Use of Modern ICT in Chemistry Classes

This paper describes action research on teacher education aiming at innovating a course on the use of modern ICT in science education. The background of the action research project is presented and experiences and effects are also discussed. The study was carried out at a German university focusing an educational course for pre-service chemistry teachers. The course was cyclically refined over a time span of three years by participatory action research. The accompanying research revealed positive effects of the course on the student teachers. The research focused on changes in student teachers’ attitudes and self-efficiency beliefs concerning the use of digital media in general and in chemistry education in particular. More investment in action research in innovating science teacher education is needed. The presented case allows to serve as a promising example.

Enabling Pre-service Chemistry Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK) through Case-Based Lesson Planning

This study aimed to enable technological, pedagogical, and content knowledge (TPACK) development among pre-service teachers based on case-based lesson planning. A total of 21 pre-service chemistry teachers having a bachelor’s degree participated in the study during their pedagogical certificate program in Turkey. Data were collected using analysis of instructional plans and open-ended questions. Results showed that case-based lesson planning provided a successful context for helping pre-service teachers to develop content knowledge (CK), technological knowledge (TK), pedagogical knowledge (PK), and TPACK knowledge as the basis for designing effective technology-integrated chemistry lessons.

O caso histórico Marie Curie: investigando o potencial da história da ciência para favorecer reflexões de professores em formação sobre natureza da ciência

O presente trabalho tem por objetivo discutir sobre as contribuições de um caso histórico sobre a cientista Marie Curie para favorecer reflexões sobre Natureza da Ciência por parte de professores em formação à luz da perspectiva de Allchin (2013) para o ensino contextualizado e funcional de Natureza da Ciência (NC). O caso histórico foi aplicado em uma turma de estudantes do curso Licenciatura em Química de uma universidade pública. Todas as aulas relacionadas à implementação desta proposta foram registradas em áudio e vídeo. A partir das reflexões explicitadas pelos licenciandos ao longo deste processo, discutimos sobre a relevância da proposta para nortear discussões sobre NC importantes para favorecer uma compreensão funcional sobre ciência.

Assessing Science Teaching Explanations in Initial Teacher Education: How Is This Teaching Practice Transferred Across Different Chemistry Topics?

One of the core practices of science teachers is the construction of science teaching explanations. These explanations serve to clarify concepts, procedures, facts, ideas, or types of problems, and are aimed at promoting student understanding. The low performance of Chilean science teachers on explanations has led us to incorporate instances in chemistry teachers education specifically aimed at developing the necessary skills to construct subject-adequate science teaching explanations. The objective of this research was to characterize the transference of the components of preservice teachers’ subject-adequate science teaching explanations across different chemistry topics. Through a qualitative methodology with an exploratory case study approach, we analyzed a total of 112 scientific explanations constructed by 28 chemistry preservice teachers throughout a 4-month training process. Our results show that, for the analyzed sample, the formulation of subject-adequate science teaching explanations involve different components whose development has distinctive characteristics. The criteria associated with the form of the explanations, which depend on teachers’ discursive knowledge, can be developed in teachers’ education through recursive strategies for the formulation of science teaching explanations across different chemistry topics. The criteria associated with the function of the explanations, which depend on teachers’ content knowledge, require other strategies besides the disciplinary courses and recursive strategies for the formulation of science teaching explanations, to get teachers to formulate subject-adequate science teaching explanations across different chemistry topics. The work developed can provide instructional and evaluative strategies for science teachers’ education, oriented to one of the teaching core practices that requires our attention as teacher trainers.

Farklı Kavram Haritası Oluşturma Yöntemlerinin Karşılaştırılması: Kimya Öğretmen Adayı Görüşleri

Kavram haritalarının yaygın bir değerlendirme aracı olarak kullanılmasını sağlayabilmek için hangi kavram haritası oluşturma yönteminin geçerli ve güvenilir şekilde öğrencinin bilgisini yansıttığının ortaya konması gerekir. Bu çalışmanın amacı; Novak Tipi, Numaralandırma Tipi, Kavram Boşluk Doldurma ve İlişki Boşluk Doldurma olmak üzere dört farklı kavram haritası oluşturma yönteminin bir değerlendirme aracı olarak etkinliklerini nitel veriler bağlamında kıyaslamaktır. Bu amaçla, kimya öğretmen adaylarının farklı yöntemlerle kavram haritası oluşturmaları ve oluşturdukları bu haritaları puanlamaları sağlanarak, öğretmen adaylarının bu süreçle ilgili görüşleri belirlendi. Çalışmada kimya öğretmen adaylarının görüşleri, nitel yaklaşım esas alınarak durum çalışması deseni ile incelendi. Katılımcıların bu yöntemlerle ilgili görüşleri; Günlük 1, Günlük 2, “Kavram haritası yazılı görüş soruları” formu ve “Nitel yazılı görüş soruları” formu, öğretmen adaylarıyla yapılan bireysel yarı yapılandırılmış görüşmelerden elde edildi. Çalışmada veri kaynakları çeşitlemesi yapılarak verilerin geçerliği sağlanmış oldu. Çalışmanın bulgularına göre Novak ve Numaralandırma yöntemleri hazırlanması ve puanlanması zaman alıcı kavram haritası yöntemler olarak bulunmuştur. Ancak her iki yöntem de öğrenci bilgisini yansıtma açısından iyi ve ölçüm aracı olarak oldukça ayırt edici olduğundan eğer zaman sorunu yoksa ve değerlendirenin uzmanlığı yeterli düzeyde ise değerlendirme aşamasında boşluk doldurma yöntemlerine göre daha etkili bir şekilde kullanılabilir. Kavram ve ilişki boşluk doldurma yöntemleri hem oluşturma kısa zaman aldığından hem de puanlanması daha kolay ve nesnel olduğundan sonuç değerlendirme için oldukça uygundur. Ancak özellikle kavram boşluk doldurma tipi haritalarda puanları etkileyebilecek şans başarısı göz önünde bulundurulmalıdır.

Virtual Reality Technology

This study discussed the recent application of Virtual Reality Technology (VRT) in an educational setting and self-face learning of chemistry in specific considering the need for an effective strategy in learning chemical concepts among the pre-service chemistry teachers in Nigeria. It highlighted some benefits of VRT to pre-service chemistry teachers who are faced with difficulty in content knowledge of teaching abstract chemistry concepts such organic structure, molecular structure, chemical reactions and stoichiometry through scrutinizing existing literature on VRT in chemistry. The paper further presented some empirical studies on VTR in resolving misconceptions among pre-service chemistry teachers in Nigeria. Some of the VRT benefits highlighted include; interactivity, immersability, and visualizability which are expected to enable the pre-service chemistry teacher to fully understand concepts better for effective and efficient chemistry instructional delivery after their graduation.

Using Activity Worksheets to Remediate Pre-Service Teachers’ Alternative Conceptions about Word Equations

This study describes the use of worksheet activities based on alternative concepts from a two-tiered diagnostic assessment on chemical phenomena to remediate 37 first year non-major chemistry pre-service teachers’ alternative conceptions about word chemical equations. The instruments for data collection were tiered assessments and group learning conversations. The action research approach employed both qualitative and quantitative methods. Weaknesses in trainees’ reasoning patterns were identified and remediated. A paired sample t-test showed significant differences in participants’ conceptions before and after using the worksheets while the transcribed, analysed, and interpreted group learning conversation results corroborated the quantitative results. Implications for developing and using engaging and appropriate teaching strategies are offered.

LEMBAR KERJA DIRECTED ACTIVITIES RELATED TO TEXTS (DARTS) BERMUATAN MULTIPEL LEVEL REPRESENTASI UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS CALON GURU KIMIA

Understanding the chemistry concept should be demonstrated by the ability to transfer and connect levels of chemical representation. This study aimed to produce DARTs-worksheets containing multiple levels of representation as learning media to improve critical thinking ability. The research used the RD activity observations; as well as interviews). The subject involved 49 pre-service chemistry teachers at two universities. The results showed that (1) it was produced four worksheets with characteristics that could be viewed from critical thinking skills, DARTs activities, and multiple levels of representation; (2) the DARTs worksheet got a positive rating, the level of and very good for didactic, construction, and technical requirements, and showed the level of readability at the level; (3) worksheets directed activities that indicate an increase in critical thinking ability. Important implications of this study indicated the need to uncover the symbolic learning patterns of chemistry by chemistry teachers in high school, especially compound nomenclature material, chemical reaction equations, and interpretation of graphs, tables, and curves.

Pre-service chemistry teachers’ attitudes and attributes toward the twenty-first century skills

Teacher education has a significant role in preparing pre-service teachers with adequate 21st century skills. There has been a shift of educational standards in the 21st century learning that replaces basic skill competencies and knowledge expectation of the past. These changes need to be mastered by pre-service teachers. They will offer valuable insights for the present and future pre-service teachers when they have positive attitudes and attributes to the 21st century skills. This research aimed to analyse the pre-service Chemistry teachers’ attitudes and attributes toward the 21st century skills. Descriptive method involving 48 pre-service Chemistry teachers was used in this research. Ten skills grouped into four classes involving ways of thinking, ways of working, tools for working, and living in the world were identified using measurable dimensions: knowledge, skills, and attitudes / values / ethics. The overall findings indicated that pre-service Chemistry teachers expressed moderately positive attitude toward the 21st century skills but had lack of communication and collaboration skill in the ways of working. Each indicator of attitudes and attributes was discussed. For the future research, it is suggested to promote the 21st century skills using appropriate methods and approaches to pre-service Chemistry teachers’ in order to get more qualified education.

How do the pre-service chemistry teachers view about the nature of science and technology?

This study is intended to explore the view of pre-service chemistry teachers (PCT) about the nature of science and technology (NOST). This study is the second part of the Model of Educational Reconstruction (MER). 63 of PCT in one of Chemistry Education Department in Central Indonesia participated to fill in the questionnaire about the view of NOST that has been modified from Tairab and Aikenhead. The PCT’s view described and categorized as Realistic, Has Merit, and Naïve. The results of the questionnaire suggest that many PCT were in Has Merit and few of them were in naïve. It means that many PCT’s views were not completely appropriate with the general view of science or technology but there were certain parts that fit the concepts and theories of science or technology. The results of this study will serve as a consideration in designing the instructional material at the third part of MER.

Innovative chemistry learning model: Improving the critical thinking skill and self-efficacy of pre-service chemistry teachers

Pre-service chemistry teachers should have the 21st century competence such as critical thinking skill. Unfortunately, the critical thinking skill dan self-efficacy level of Indonesian pre-service chemistry teachers is still low. Problem Based Learning (PBL) model and Inquiry model have been implemented widely to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers; however, weaknesses were found such as the need to improve self-efficacy and investigation process based on science process skill. Therefore, innovation was created to develop Scientific Critical Thinking (SCT) Learning Model based on strengths and weaknesses of PBL model and Inquiry model. This innovation was also supported by theories and empirical study. This study serves as preliminary study in the process of SCT learning model development to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers. This study covers need analysis, literature review, and field survey. Result shows that the innovation can stand as the basis of hypothetic SCT learning model development. SCT learning model syntax covers: student orientation, scientific activity, presentation of scientific activity result, critical thinking task completion; and evaluation. Hypothetic SCT learning model should be tested to fulfill the validity, practicality, and effectiveness aspects to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers.

Pre-service chemistry teachers’ VNOST and their conceptions about the context of OLED and related chemistry contents

This study aims to analyze the pre-service chemistry teachers’ (PCTs’) views of nature of science and technology (VNOST), as well as to analyze their conceptions about the context of organic light-emitting diodes (OLED) and the related chemistry contents. As a part of a larger study, this study is the second stage of the Model of Educational Reconstruction, which involved 41 PCTs. A modified questionnaire of VNOST from Tairab and Aikenhead was administered to assess the PCTs’ VNOST. Meanwhile, a validated interview guidelines were used to gather some information’s about the PCTs’ conceptions about OLED as well as their understanding about chemistry concepts corresponded to OLED. PCTs’ VNOST are classified into Realistic, Has Merit, and Naïve. The result shows that most of the PCTs have the VNOST level as Has Merit. Furthermore, according to the interview result, the PCTs still have limited understanding about OLED and also suggest that the PCTs still have fragmented understanding about chemistry concepts such as electrochemistry, reduction-oxidation reaction, and the relation between chemical bonding to the physical properties. We believe that this research will be usefull in increasing the PCTs’ VNOST, as well as their conceptions of the context of OLED and the related chemistry contents.

Analytical thinking skill profile and perception of pre service chemistry teachers in analytical chemistry learning

Analytical Thinking is one of the Higher Order Thinking skills that is required in Analytical Chemistry learning. The purpose of this research is to portrait the profile of Analytical Thinking skills and perception of pre-service chemistry teachers towards learning. In this study, the aspects of analytical thinking skills are measured on using indicators developed by Marzano. The subjects in this study were 15 pre-service chemistry teachers, while the research data were collected through analytical thinking test instrument and questionnaire form. Further, the data obtained are were use as a basis for the development of analytical chemistry materials. The results showed that generally the analytical thinking skill of pre-service chemistry teacher is in the low category, with the average value of 63 (on 100 scale). Specifically, the tough stage from the highest are specifying, generalizing, analyzing errors, matching, and classifying. While the questionnaire results of pre service chemistry teacher toward Analytical Chemistry learning which got high, sufficient and low marks were the aspect of teaching materials; learning strategies, affective strategies, and cognitive strategies; the role of lecturers and material significance. Thus the role of lecturers and material significance is an aspect that must be developed to improve analytical thinking skills in the learning process.

Pre-service chemistry teacher’s view about the nature of science and technology

This study aims to determine the view of pre-service chemistry teacher on fourth, sixth and eighth semester about the nature of science and technology. The aspects of View of Nature of Science and Technology (VNOST) include: (1) the characteristics of science and technology; (2) the purpose of science and scientific research; (3) characteristics of scientific knowledge and scientific theory; (4) how to acquire scientific knowledge and scientific theory; and (5) the relationship of science and technology. This study uses descriptive method, which involves 59 students of one State University in Ambon City, Indonesia. Data were collected by VNOST questionnaire. At the first aspect, students view science as a knowledge, such as principles, laws and theories, while technology as the application of science. The second aspect is seen as a part of explaining the change of nature. The third aspect, students consider as the scientific perspective of the scientists. The fourth aspect is regarded that scientific knowledge is obtained by re-examining previous knowledge. At the last aspect, students hold that the relationship of science and technology can affect society. The implications will be used as a rationale for developing a NOST-oriented chemistry teacher education.

Biochemistry course achievement of pre-service chemistry teachers at one of Islamic institution of teachers training program in Bandung

The aims of this research was to analyse the achievement of Islamic institution of teachers training preservice chemistry teacher on biochemistry theory course and biochemistry laboratory course. It was a qualitative research with case study. The instruments used includes the documentation study of students’ academic grades for the last three years, interview guides, and students’ learning difficulties questionnaires of biochemistry. The analysis result of biochemistry theory course of the students in 2012, 2013 and 2014 shows that the grade of the students was distributed in the grade of C, except in 2013 that was in the grade of B. This findings different from the biochemistry laboratory course that was distributed in the A grade. Students categorize that biochemistry theory course and biochemistry laboratory course in the difficulty category (33.1%). Biochemistry theory course and biochemistry laboratory course were placed in the same semester, but not done in an integrated manner. Biochemistry laboratory course has been done after the students completed the biochemistry theory course test. It is suggested biochemistry course should be conducted in an integrated manner, therefore lectures on biochemistry theory course and biochemistry laboratory course were mutually supported in learning.

Relationship between content knowledge and general pedagogical knowledge on pedagogical content knowledge

Aim of the research is to investigate the relationship of content knowledge and general pedagogical knowledge on pedagogical content knowledge (PCK) in Acid Base. The research sample consisted of 18 chemistry preservice teachers. The lesson preparation task, content knowledge test, general pedagogical knowledge test, the task to developed CoRe and PaP-eRs, and semi-structured interview were used to collect data. This study shows that content knowledge and general pedagogical knowledge both have influence on pedagogical content knowledge 88,4% in significant way.