Identification of chemistry teaching problems of a prospective teacher: A case study on chemistry teaching

Abstract

Abstract. This study was aimed at identifying chemistry teaching problems of a prospective teacher viewed from the conceptual change model on colloid topic. The study was conducted in one class of one senior high school in Buleleng regency, Bali. The study was a qualitative research of case study type. A number of students in the class were 27 people. The study was done in an academic year of 2013/2014 on the even semester. Methods of the study were observation and interview. The results of the study showed that new conceptions related to the necessity aspects were that the prospective teacher did not discuss the colloid concepts comprehensively and profoundly. On the other hand, the chemistry teaching problems related to the intelligibility aspects were that the prospective teacher (1) asked successive questions to students, (2) asked self-answered questions, (3) gave incomplete information, (4) gave unclear information, and (5) did not ask for students' reasons. The chemistry teaching problems related to the plausibility aspects were that the prospective teacher emphasized the less importance of the context. Finally, the teaching problems related to the fruitfulness aspects were that the prospective teacher did not provide the new conceptions that guided the inquiry on the wider fields.

Developing a Problem-Solving Focused Presentation That Includes Student Worksheets and Video Segments

“…Micro learning can reduce cost-efficiency on knowledge transfer in a project-based organization [7], improve intrinsic motivation [10]. However, a strong appreciation of short duration micro learning for mobile learning can compartmentalize knowledge entities and decline meaningful learning [11][12][13][14][15] for strong interconnected conceptual understanding. Meso learning will minimize such problems.…”

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Argument Patterns in Redox Reaction and Electrochemistry Topics in a High School Textbook

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