Assessing teachers’ knowledge: incorporating context-based learning in chemistry

Abstract

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 the Views program 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.

Professional Growth of Novice and Experienced STEM Teachers

“…A mentoring network offers an environment in which novice and experienced teachers can develop and learn from each other's challenges and experiences or acquire new knowledge together (Tal et al, 2021). Engaged communities can contribute and enhance STEM learning with knowledge, resources, and feedback (Ellis et al, 2017;Falloon et al, 2020).…”

Professional relationships both within and outside the school: barriers and opportunities from an intergenerational perspective

“…Today, the definition of mentoring has been expanded to include group mentoring and mentoring networks, in which novice and experienced teachers can develop and learn from each other's challenges and experiences or acquire new knowledge together (Tal et al, 2021). Induction programs are prevalent worldwide to support novice teachers, a process that aims to help new teachers in the early days of their profession, which is when the main reality check occurs (Voss and Kunter, 2020).…”

“…Today, the definition of mentoring has been expanded to include group mentoring and mentoring networks, in which novice and experienced teachers can develop and learn from each other's challenges and experiences or acquire new knowledge together (Tal et al. , 2021).…”

The Smartboard in Chemistry Classrooms: What is Its Effect on Chemistry Teaching and Learning in Selected Topics in Grade 11?

“…This domain has led to increased progress in science education in countries that have used technology and followed the technology rules. For example, nurturing creativity has promoted individuals to be productive due to the mastery of technology applications and expressing their potential in the scientific arena (Tall et al, 2021). On the other hand, countries that have not used technology and have not followed the technology rules have had setbacks in many aspects of development (Blonder & Mamlok-Naama, 2019).…”

“…In particular, the quality of science education has affected students' ability to be qualified individuals even after completing school. Inadequate teaching and learning resources (Igharo et al, 2011), teacher quality (Ryoko & Tanya, n.d.), pedagogical approaches (Bayram-Jacobs et al, 2019), and inadequate content knowledge (Tall et al, 2021;Usak et al, 2011) are the current issues affecting quality science education. Kafyulilo et al (2016) described instructional hours as inadequate, not permitting teachers to execute intensive, interactive engagement, including experimentation with chemical phenomena.…”