Pre-service Chemistry Teachers Research Articles

Development of interactive teaching materials based on inquiry based learning models based on the outcome-based education curriculum in analytical chemistry learning

This research to develop an IBL-based electronic e-module integrated with the OBE curriculum in analytical chemistry learning. This research is a development research using the ADDIE model which consists of 5 stages: Analysis. Design, Development, Implementation and Evaluation. The sampling technique uses purposive sampling as many as 28 preservice chemistry teachers. Research data were obtained from a validation questionnaire for media experts, material experts, linguists and student responses to the developed e-module with BSNP criteria. Material expert validation obtained an average content feasibility of 3.22, language eligibility 3.52 and presentation feasibility 3.73 IT expert validation obtained an average for design indicators 3.75, display 3.75 and visual 3.3 and usage 3.75. Student response to learning using an electronic IBL-based e-module integrated with the OBE curriculum for display is 89.99%, content quality is 92.85%, usage is 93.3% and usefulness is 93.15%. Implementation of interactive e-module products based on inquiry based learning in learning that can improve student chemistry learning outcomes in the Analytical Chemistry course with Gain 81.20.

Chinese pre-service chemistry teachers’ perception of augmented reality-assisted secondary chemistry learning

This research aims to explore the functional characteristics of Augmented Reality (AR) supported teaching in secondary chemistry learning, based on the theoretical framework of AR research in science education proposed by (JSET 22:449-462, 2013). Grounded theory and interview were used to construct AR related functional models. In the study, pre-service teachers were first asked to experience organic chemistry AR teaching app—“Meet Organic”, and then semi-structured interview was conducted. Secondly, Nvivo12 was used to encode the interview results and finally relevant functional models were obtained. According to the results, AR education functions in science education are mainly divided into three parts: “Visual Presentation”, “Concept Understanding” and “Thinking Construction”, and each function is divided into 2–3 sub-functions based on the interview depth coding. Exploring the functional differences of AR between male and female meanwhile. The results of this research are of great importance to promote the in-depth understanding of the essence of augmented reality supported teaching, and the deep integration of AR teaching with science education. It also provides suggestions for future teachers to design teaching methods based on AR.

“Covid-19 Shock” and Identified Benefits for Improved Pre-Service Chemistry Teacher Education

Abstract The global pandemic has forced many people to make significant changes in their work, personal lives, and everyday duties and activities. This metamorphosis has also significantly affected education systems. Implemented research activity in the learning process and emphasised the development of children’s cooperation have recently been limited and often unattainable because of learner isolation, prevailing home education, and different countries’ COVID-19 quarantine measures. Herein, we investigated and tested the 2020 European spring preparedness, commitment, and erudition of in-service and pre-service teachers and parents in remote education. We profiled the following three paradigm models of successful remote education; specific experience of in-service and pre-service chemistry teachers and the parents of school-age children. Here, we concentrated on sensitive identification of the most common problems, disadvantages, and risks. Prospective teacher training should concentrate more on remote education. It should help develop teachers’ didactic competencies and increase their motivation and willingness to participate in this mode of education.

Examining Pre-Service Chemistry Teachers’ Technological Pedagogical Content Knowledge (TPACK) of Using Data-Logging in the Chemistry Classroom

In recent decades, the integration of technology, particularly data logging, has become a cornerstone of effective science teaching, placing increased emphasis on the cultivation of teachers’ Technological Pedagogical Content Knowledge (TPACK). While the TPACK framework has garnered attention in science education, limited research has explored the interplay of TPACK components within a constructivist context, particularly in the context of data-logging-supported chemistry class. To bridge this research gap, this study conducted a comprehensive survey on TPACK with 181 pre-service chemistry teachers, probing their TPACK as it pertains to data logging. Results from both exploratory and confirmatory factor analyses underscored the reliability and validity of the survey instrument. Subsequently, structural equation modeling was employed to illuminate the intricate relationships among various facets of TPACK. Findings suggested a sequential developmental pattern within TPACK, with teachers’ Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Pedagogical Content Knowledge (PCK) all exerting a positive influence on their overall TPACK. Moreover, this study unveiled a significant correlation between pre-service chemistry teachers’ data-logging TPACK and their capacity for design thinking. Interestingly, gender differences in TPACK were negligible. In light of these findings, this study not only contributes to our understanding of TPACK development but also has practical implications for nurturing pre-service chemistry teachers’ proficiency in TPACK when using data-logging.

Investigation of Laboratory Teaching Strategies in Chemistry Education: Opinions of Pre-service Chemistry Teachers

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.

Development and Utilization Webquest as an Instructional Strategy in Teaching Thermodynamics in Colleges of Education in Kwara State

The worldwide education system has been significantly impacted by the growth of technology. The purpose of the study was to developed and utilized Webquest instructional package for the teaching of thermodynamic in chemistry. This intended to see if its usage will bring significance understanding to pre service chemistry teacher’s performance Thermodynamics is one of the chemistry topics students find difficult to understand. The study was carried out in colleges of education in Kwara State. All third-year chemistry students at the colleges of education made up the study's population. A thermodynamics performance test in Chemistry and the Webquest software program served as the study's two research tools. Data for the pre-test and post-test were collected at the start and conclusion of the study, respectively. The study revealed that students had a different impression of studying thermodynamics, in accordance with the research aims and findings. The students in the webQuest group claimed that using the webQuest package gave them a fresh perspective on how to comprehend the notion of thermodynamics, it is essential for the organizations in charge of teacher training colleges across the nation to promote the use of webQuest in instruction and training for teachers-in-training.

Students’ Learning and Application of Basic Concepts in the Course “Organic Chemistry I for Preservice Chemistry Teachers”

Students’ Learning and Application of Basic Concepts in the Course “Organic Chemistry I for Preservice Chemistry Teachers”

Chemistry teacher and pre-service chemistry teacher views: Can social media be used as chemistry learning media?

Chemistry learning should be able to integrate contextual chemistry problems and present the sophistication of 21st-century learning technology. As a product of 21st-century technology, social media can be used as chemistry learning media. Therefore, this study aims to investigate the views of chemistry teachers and pre-service chemistry teachers toward the potential use of social media as chemistry learning media. The Purposed-designed survey method that involved 76 chemistry teachers and 109 pre-service chemistry teachers as respondents was used in this study. A total of 40 question items were developed and distributed online using a Google form to respondents. Based on the results of the survey conducted, it is known that during online and offline chemistry learning, respondents are accustomed to using YouTube as chemistry learning media. In addition, Instagram is the social media most widely owned by pre-service chemistry teachers, while Facebook is the social media most commonly owned by chemistry teachers. Other results reveal that most respondents have the same screen time, more than 4 hours daily. This screen time is used by respondents for entertainment and looking for news information on social media. With this long screen time not used for learning, it can be a promising opportunity to use social media as chemistry learning media. This study is expected to be a reference for developing social media-based chemistry learning to increase student motivation and achievement.

21st Century chemistry teacher: Analysis of TPACK of pre-service chemistry teachers in teachers college

This research is aimed to analyze chemistry pre-service teachers' profile of the TPACK (Technology Pedagogy and Content Knowledge) competencies in Teachers College. The method used in this study was a mixed method using TPACK’s questionnaire and interview. This study revealed that Content Knowledge (CK), Technology Knowledge (TK), Pedagogy Knowledge (PK), Pedagogy Content Knowledge (PCK), and Technology Pedagogy Knowledge (TPK) components of TPACK of pre-service teachers are excellent. The Technology Content Knowledge (TCK) component needs to be improved throughout training courses that enabled the pre-service teacher to utilize, design, and apply various chemistry-based computer applications. The component of TPACK will continue to develop with the support of institutions and teaching experience. Strengthening the components of TPACK is important for a chemistry teacher to embrace 21st century learning.

Development and Use of Flowchart for Preservice Chemistry Teachers’ Problem Solving on the First Law of Thermodynamics

Development and Use of Flowchart for Preservice Chemistry Teachers’ Problem Solving on the First Law of Thermodynamics

Development, Implementation, and Evaluation of a Pre-service Chemistry Teacher Preparation Unit on Fostering Pedagogical Scientific Language Knowledge

Development, Implementation, and Evaluation of a Pre-service Chemistry Teacher Preparation Unit on Fostering Pedagogical Scientific Language Knowledge

An Activity for Design Skill Labs: Activity Planning Processes and Pre-Service Chemistry Teachers' Views

The traditional roles of schools are inadequate to prepare students for the change. Thus, Design Skill Labs (DSLs) have been established in Turkey to provide opportunities for students at all levels of education to discover and develop their talents. Nevertheless, the activities currently available in DSLs are not yet sufficient or diverse enough. The aim of this study is to exemplify the process of developing an activity that can be implemented in DSLs and to obtain the opinions of pre-service teachers about them. Two out of six pre-service chemistry teachers planned the activity, and six pre-service teachers are participated in the study. The participants were senior pre-service chemistry teachers from a state university in Ankara. The data collected from the case study were analyzed using content analysis. According to the research findings, DSLs activities differ from other activities carried out in schools in terms of student and teacher roles, learning environment, research problem, and process. Moreover, DSLs activities contribute to students' skill acquisition, personality development, learning, socialization, and mental development.

Exploration of Student's Critical Thinking Skills in the Context of Chemistry Based on the Nature of Science

Understanding the Nature of Science (NoS) could help improve thinking and reasoning skills. Students could use their critical thinking (CT) skills to help themselves in solving problems. Based on the NoS, this study sought to assess the CT skills of chemistry pre-service teachers at university. This study used a qualitative with a case study as the method. A purposive sampling technique was elaborated to select the research object. The respondents were chemistry students at university. The data sources were open-ended questions and interviews from the NoS questionnaire. The method of data triangulation was employed to conclude the study findings. The results showed that the CT skills possessed by chemistry pre-service teachers: were interpretation skills, inference skills, and self-regulation skills. Those skills were still in the low category. The participants also lacked in explaining, evaluating, and analyzing the students' abilities. Thus, the understanding of NoS informants can be categorized in the transitional cohort. The research findings became the department's input because some students still struggled to analyze NoS aspects in chemistry, especially through each stage of CT skills. Hence, future research is suggested to develop the students' CT skills in applying the NoS aspect in chemistry learning, especially for the pre-service teacher.

Effects of Prior Conception, Exploration, Discussion, Dissatisfaction and Application (PEDDA) Model and PEDDA-Animated Instructional Model on Achievement of Pre-Service Chemistry Teachers'

Effects of Prior Conception, Exploration, Discussion, Dissatisfaction and Application (PEDDA) Model and PEDDA-Animated Instructional Model on Achievement of Pre-Service Chemistry Teachers'

The Effect of Preparing Lesson Plans in Online Flipped Learning Model on Pre-Service Teachers' Self-Efficacy Levels of TPACK

This study aims to investigate the effects of developing lesson plans in flipped learning model on pre-service chemistry teachers' self-efficacy beliefs in technological pedagogical content knowledge (TPACK) and to obtain their views on flipped learning. The study adopts a pre-test and post-test design with one group. Twenty-five pre-service chemistry teachers joined the classes in subjects such as teaching methods and techniques, materials development and curriculum development. Teaching was done using the flipped learning model. The students also prepared their own lesson plans using the flipped learning approach. Results show that the participants progress in TPACK in general and in the sub-factors of technological knowledge, pedagogical knowledge, technological content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge. Results reveal no statistically significant difference in the content knowledge sub-factor of TPACK. Pre-service teachers have positive thoughts about flipped learning model.

Impact of Teaching Materials Based on the Family Resemblance Approach on Pre-service Chemistry Teachers’ Views of Nature of Science

Abstract This study investigated the impact of teaching materials developed using the reconceptualized family resemblance approach to the nature of science (RFN) on pre-service chemistry teachers views about the nature of science (NOS). The materials were based on the book Leviathan and the Air-Pump: Hobbes, Boyle, and the Experimental Life by Shapin and Schaffer (1985), which covers various aspects of NOS emphasized by the RFN. The pre-service teachers underwent 15 weeks of constructivist learning, including lectures, discussions, and essay writing, and their understanding of NOS was evaluated using a pre- and post-test. The results revealed changes in their understanding of NOS, particularly in the social aspects of science. This study is significant in shedding light on the specific challenges that participants encountered when grappling with the idea of science as a social and institutional system.

Instructional quality in science teacher education: comparing evaluations by chemistry pre-service teachers and their advisors

ABSTRACT Evaluating and improving instructional quality is important in pre-service teacher education, given it is a crucial factor for students’ learning gains. This process is complex and involves multiple classroom events with various interpretations. Criteria for instructional quality are rarely applied systematically in teacher education, leading to divergent evaluations and hindering comparable development. Comparability has rarely been researched in science pre-service teacher education. Therefore, we compared evaluations from 17 chemistry-specific advisors and 17 science pre-service teachers with regard to their choice of criteria, their respective rating and grading of a videotaped chemistry lesson, in Germany. Their evaluations were compared using the Science Education Perspectives (SEP) framework for instructional quality. Although advisors can be considered evaluation experts, our findings show differences in the choice of criteria, ratings, and how the lesson was graded within and between both groups. Pre-service teachers focused more on aspects of classroom and time management, and gave higher average ratings, whereas their advisors focused more on cognitive activation. Overall, 16 different criteria were used by the majority of participants. These criteria show a strong science-specific focus. Our findings have implications for science pre-service teacher education, showing a need for a common approach in evaluations, with extended observation periods.

Chemistry Teachers’ Stoichiometry Pedagogical Content Knowledge and its Relationship with Chemistry Students’ Achievement in Stoichiometry

This study surveyed 19 chemistry teachers’ stoichiometry pedagogical content knowledge (SPCK) in Ijebu Ode local government area of Ogun state, Nigeria using Malcolm’s Physical Science Teachers’ SPCK test. The qualitative data were transformed to scores, which revealed the level of chemistry teachers’ knowledge of students’ prior knowledge, curriculum saliency, what makes stoichiometry easy or difficult to understand representations and conceptual teaching strategies. In addition, the study determined how the level of teachers’ SPCK is related to students’ stoichiometry achievement. The results showed that 89% of the chemistry teachers provided novice or basic responses for all the five components of SPCK. The group mean of teachers’ responses for each of the SPCK components revealed that the teachers had the highest knowledge level for the component of what makes stoichiometry easy or difficult to understand. The group means for the other four SPCK components are below the basic level; specifically, the knowledge of representations and analogies used in stoichiometry teaching and of conceptual teaching strategies were at a very low SPCK level. Out of the 19 teachers, six are classified as novices, eleven are basic and two are developing experts. The results also showed that the teachers’ SPCK level is associated with students’ achievement in stoichiometry, in that, the students of the developing expert teachers had a significantly higher achievement than their peers taught by the novice and basic level SPCK teachers. Therefore, it is recommended that in-service and pre-service chemistry teachers are exposed to training that will improve their SPCK specifically regarding students’ prior knowledge, curriculum saliency, representations and conceptual teaching strategies.

Investigating Preservice Chemistry Teachers’ Understanding and Views about the Diversity of Scientific Methods

The diversity of scientific methods has received increasing attention in the field of science education. This paper aimed to investigate how preservice chemistry teachers perceive scientific methods and their diversity. Based on the theoretical framework of Brandon’s Matrix and previous research, two tasks (i.e., Task 1 “understanding of the components of Brandon’s Matrix” and Task 2 “views on the diversity of scientific methods”) and follow-up interview questions were developed in this study as research instruments. 130 preservice chemistry teachers from two universities in China were selected as participants. The statistical results of the questionnaire survey revealed that the participants showed a relatively satisfactory understanding of the components of Brandon’s Matrix, and they judged the hypothesis testing more accurately than variable manipulation. However, the majority of participants held relatively naive views on the diversity of scientific methods, suggesting that they endorsed the idea of “the scientific method”. Moreover, it was found by in-depth interviews that four typically held reasons led to the misunderstanding of scientific methods by preservice chemistry teachers, namely, misinterpreting the liberal meaning of item scenarios, misconceptions in identifying the “variable manipulation”, grade disparity in the scientificity, and past learning experience in chemistry. At the end of this paper, the implications of the findings and the suggestions for further research were discussed.

An analysis of preservice teachers’ scientific attitude in analytical chemistry laboratory with experiential learning

The aim of this study is to examine in detail the effect of experiential learning in analytical chemistry laboratory on preservice teachers’ scientific attitudes and to examine their views on the qualitative analysis in analytical chemistry laboratory. The study group consisted of 27 preservice chemistry teachers. The study was designed by mixed method. The scientific attitude scale and note to self-form were used as data collection tools. From the results, it was observed that the scientific attitudes of preservice chemistry teachers increased significantly. When the scores in the sub-dimensions of the scientific attitude scale are compared, it is noteworthy that there is a significant difference in the third dimension “being a scientist or working in a job.” According to the note to self-form preservice teachers’ notes were categorised as cognitive field note, sensory field note, and psychomotor field note.