Chemistry teachers’ pedagogical content knowledge in teaching hybridization

Marifa, Huaru Alhassan; Abukari, Moses Abdullai; Samari, Jonathan Ayelsoma; Dorsah, Philip; Abudu, Fatao

doi:10.29333/pr/13168

Cited by 3 publications

(3 citation statements)

References 46 publications

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“…It is also recommended to assess the students' pre-knowledge before starting the course and to diversify the didactic tools [48]. including using molecular models for a better understanding of chemical bonding, according to [37,49].…”

Section: Discussionmentioning

confidence: 99%

Students’ Alternative Conceptions and Teachers’ Views on the Implementation of Pedagogical Strategies to Improve the Teaching of Chemical Bonding Concepts

Lahlali,

Chafiq,

Radid

et al. 2023

Int. J. Eng. Ped.

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The concept of chemical bonding is a crucial one in chemistry that occurs throughout the school curriculum and forms the basis of many topics in chemistry. Furthermore, learning about chemical bonding allows the learner to make predictions and provide explanations regarding the physical and chemical properties of substances. However, chemical bonding has been cited as one of the most difficult chemistry concepts for many secondary and higher education students to understand, and therefore, teachers can find it difficult to teach this concept due to the complexity of the underlying theory as well as the need to use abstract models to represent chemical bonds. The teaching methods used in the implementation of the concept can also be challenging. The aim of this study is to reveal the difficulties and alternative conceptions encountered by Moroccan secondary school students when learning concepts related to chemical bonding, the main causes of these difficulties, and the strategies used by teachers to help students overcome these obstacles. In this study, we conducted a survey of 57 Moroccan secondary school physical science teachers by means of a questionnaire. The questionnaire, consisting of three parts, was used to collect the data. Each part contains closed questions, open questions, and multiple-choice questions. The analysis of the results highlights the difficulties and alternative conceptions most frequently made by the students, namely: the octet rule, the geometry of molecules, and the polarity of molecules. Factors contributing to students’ misconceptions include the nature of abstract concepts, the use of models, and the difficulty for teachers to explain certain concepts related to chemical bonding. The study also presents some suggestions for improving the teaching of chemical bonding, such as integrating information and communication technologies (ICT), diversifying the teaching tools used, and taking into account students’ pre-existing conceptions. This can help teachers, curriculum developers, and textbook authors make the subject easier for students and address their misconceptions.

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Section: Discussionmentioning

confidence: 99%

Students’ Alternative Conceptions and Teachers’ Views on the Implementation of Pedagogical Strategies to Improve the Teaching of Chemical Bonding Concepts

Lahlali,

Chafiq,

Radid

et al. 2023

Int. J. Eng. Ped.

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“…According to Marifa et al (2023), the teachers' inability to exhibit higher knowledge performance in all the knowledge domains of Shulman's PCK model rendered them ineffective. Therefore, the finding of this study showed that the majority of the professionally trained chemistry teachers were more effective than the untrained chemistry teachers.…”

Section: Discussionmentioning

confidence: 99%

“…The above literature and several others have assessed science teacher trainees' PCK in Ghana with little or no available literature that sought to compare their PCK with that of untrained teachers who are equally employed by the Ghana Education Service. Marifa et al (2023) conducted a survey which assessed Chemistry teachers' pedagogical content knowledge in teaching hybridisation. The data from the survey revealed that chemistry teachers exhibited higher knowledge of instructional strategies for teaching chemistry and knowledge of the science curriculum.…”

Section: Principles and Practices Of Teachingmentioning

confidence: 99%

Chemistry Teachers’ Knowledge of Teaching and Assessment of Senior High School Students

Najah,

Abukari,

Tindan

et al. 2023

East Afr. j. educ. stud.

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The Ghana Education Service has employed two categories of chemistry teachers who are expected to deliver in line with a set standard of teaching and assessment. The study investigated professionally trained chemistry teachers and untrained chemistry teachers using Shulman’s PCK model. The study investigated their knowledge of teaching and assessment. A multi-case study design was used to investigate multiple knowledge domains of chemistry teachers in senior high schools within the Tamale Metropolis in the Northern Region. One hundred fifty chemistry students and 12 chemistry teachers were selected through a random sampling technique, and in one of the schools, a convenient sampling technique was utilised. The study employed questionnaires, interviews, and classroom observation to solicit data from the participants. The quantitative data gathered was analysed by employing descriptive statistics and paired sample t-tests. The qualitative data was analysed by developing common themes and patterns in the respondents’ responses. Comparatively, the findings revealed that the professionally trained chemistry teachers exhibited higher knowledge of teaching and assessment in chemistry than the untrained chemistry teachers. Case-by-case analysis and comparison of the findings indicated that some untrained chemistry teachers exhibited higher knowledge in teaching and assessment than some of the professionally trained chemistry teachers. It was therefore recommended that colleges of education and universities that train teachers should concentrate on the pedagogical development of chemistry teacher trainees. Content knowledge alone would not ensure professional teaching of chemistry. Ghana Education Service, in collaboration with other governmental and non-governmental agencies, should periodically organise workshops and seminars for in-service chemistry teachers’ professional development to be trained in modern pedagogical trends. In-service chemistry teachers should be given opportunities for further studies to learn and discover emerging methods and strategies for teaching chemistry

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Methodology for integrating socio-humanitarian safety into the training of future chemistry teachers

Galymova,

Mukatayeva,

Zhussupbekova

et al. 2024

tused

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This study explores the integration of socio-humanitarian safety components into the chemistry curriculum for secondary education, emphasizing how contextual and competency-based assessments can enhance the preparedness of future chemistry teachers. Employing a mixed-methods approach, the research evaluates the effectiveness of traditional, contextual, and competency-oriented assessment methods in measuring and fostering key competencies among 11th-grade chemistry students. Quantitative data were gathered from traditional assessments, contextual tasks, and the Unified National Testing (UNT), while qualitative insights were obtained from teacher interviews and classroom observations. The findings reveal significant discrepancies between traditional assessment scores and those from contextual and competency-based tasks, with weak correlations between traditional methods and both contextual (r = 0.48) and competency-oriented assessments (r = 0.43). A moderate correlation (r = 0.65) was observed between contextual tasks and competency-oriented tests, suggesting that these methods are more aligned with practical, application-based learning. While traditional assessments effectively evaluate theoretical knowledge and show a strong correlation with UNT scores (r = 0.83), they are insufficient for measuring higher-order competencies. The study underscores the necessity for a balanced assessment framework that incorporates both conventional and innovative methods to fully capture the spectrum of student competencies essential for socio-humanitarian safety in science education. These findings have significant implications for curriculum design, indicating that a diversified assessment approach can better prepare students for real-world challenges by fostering a comprehensive understanding of chemistry beyond rote memorization.

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Chemistry teachers’ pedagogical content knowledge in teaching hybridization

Cited by 3 publications

References 46 publications

Students’ Alternative Conceptions and Teachers’ Views on the Implementation of Pedagogical Strategies to Improve the Teaching of Chemical Bonding Concepts

Students’ Alternative Conceptions and Teachers’ Views on the Implementation of Pedagogical Strategies to Improve the Teaching of Chemical Bonding Concepts

Chemistry Teachers’ Knowledge of Teaching and Assessment of Senior High School Students

Methodology for integrating socio-humanitarian safety into the training of future chemistry teachers

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