Pedagogical chemistry sensemaking: a novel conceptual framework to facilitate pedagogical sensemaking in model-based lesson planning

Wu, Mengyang; Yezierski, Ellen J.

doi:10.1039/d1rp00282a

Cited by 9 publications

(10 citation statements)

References 71 publications

(71 reference statements)

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“…GTA training programs have historically been intensive and focused on inquiry instruction as well as constructivist learning approaches. , However, there is less attention on the social drivers behind GTA–GTA discourse during their professional learning. To catalyze transformative conversations in both nature and content, we recommend using our previously developed conceptual framework known as pedagogical chemistry sensemaking . This theory moves beyond the conceptualization of Johnstone’s triangle as just a connection of representational levels.…”

Section: Implications and Recommendationsmentioning

confidence: 99%

Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-Based Chemistry Instruction

Wu,

Yezierski

2023

J. Chem. Educ.

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Teacher−teacher feedback is an important feature of professional learning. However, deeply ingrained socio-pedagogical norms may affect both the nature and content of feedback, constraining its effectiveness. Prior studies have reported that avoiding critique and providing excessively generic information can hinder pedagogical inquiry and adoption of reform-based instruction. To better understand the nuances of socio-pedagogical norms for chemistry-specific settings, we investigate the conversational functions and the ways in which teacher−teacher feedback addresses macroscopic, symbolic, and particulate levels of representation within lessons they experienced as students. We deductively coded 16 instances of feedback provided by eight VisChem Institute-2 teacher participants. Results from the first phase of analyses indicate that teacher−teacher feedback largely comprised of praise with few instances of critique. The second phase of analyses shows that teacher−teacher feedback most frequently referenced the particulate level. Synthesizing the results, we find that more chemistry-specific topics were referenced in conversational functions that prepare teachers for pedagogical change. Our findings suggest foregrounding the particulate level may support teachers' critical engagement with each other. We thus recommend that teacher educators and professional developers base mutual engagement, shared repertoire, and the joint enterprise on the particulate level when constructing a community of reformed chemistry teaching practice. We also provide insights on how our findings can be adapted for chemistry graduate teaching assistants and raise new questions about investigating spiraling, dialogic forms of feedback.

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Section: Implications and Recommendationsmentioning

confidence: 99%

Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-Based Chemistry Instruction

Wu,

Yezierski

2023

J. Chem. Educ.

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“…Building upon the RCM, we use the conceptual framework Pedagogical Chemistry Sensemaking (PedChemSense). Detailed in another publication, PedChemSense articulates mechanisms of lesson planning to promote particulate-level explanations. PedChemSense provides greater analytical resolution by positing that lesson planning is the transformation of subject matter knowledge into pedagogical content knowledge .…”

Section: Pedagogical Chemistry Sensemaking: a Theoretical Lens To Ana...mentioning

confidence: 99%

Exploring Adaptations of the VisChem Approach: Advancements and Anchors toward Particle-Level Explanations

Yezierski

2022

J. Chem. Educ.

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The Next Generation Science Standards (NGSS) have been imperative for informing many facets of the chemistry education research field, one of which includes the professional development (PD) of high school teachers. While many researchers and practitioners have responded to the NGSS' calls for reform by attending to internal factors that influence the PD's design, resources, and facilitation, there is less attention on extant factors that may negatively affect PD uptake and fidelity. Such factors encompass traditions of teaching chemistry or chemistry-related imprecisions within the NGSS themselves. If left unaddressed, these factors can act as anchors preventing advancements toward students' particle-level explanations and their chemistry conceptual understanding. In this article, we investigate the uptake and fidelity of our own PD program known as the VisChem Institute. The data are comprised of PD participants' learning designs (i.e., lesson plans) collected from the 2020 cohort (N = 20) and the 2021 cohort (N = 15). Results show that, although there was uptake in terms of the particulate level among participants' learning designs, more detail was ascribed to the description of molecular-level species rather than the explanation of relevant processes. Furthermore, an ontological analysis revealed that interpretations of evidence and models for description as well as symbolic heuristics for explanation may account for the VisChem approach's distortion in its translation to participants' learning designs. Implications and recommendations for chemistry instruction and research at both secondary and undergraduate levels are discussed.

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“…The most recent Perspective articles published this year integrate key components of effective publications in this genre. Wu and Yezierski (2022) present a novel conceptual framework (PedChemSense) informed by their group's prior work and theory to address a gap in professional development of teachers' knowledge bases. Agustian (2022) proposes a conceptual framework for integrated assessment of laboratory learning domains.…”

Section: Origin Of Perspectives In Cerpmentioning

confidence: 99%

Weaving new threads into a chemistry education landscape! The role of Perspective articles in chemistry education research and practice

Lawrie

2022

Chem. Educ. Res. Pract.

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Chemistry Education Research and Practice (CERP) publishes both Perspective and Review articles – the difference between these is often queried by authors. The simplest answer is that a Review article is a well-recognised genre that establishes the status of a field based on prior published work; in contrast, a Perspective article can perhaps be regarded as forward thinking, hence will evolve as the research field evolves. Through a survey of previously published Perspective articles in our journal, an eclectic picture is developed in terms of the frequency, purpose and utility of this type of article for our readership. These insights therefore reflect the dynamic nature and the fertility of chemistry education research as a field.

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Pedagogical chemistry sensemaking: a novel conceptual framework to facilitate pedagogical sensemaking in model-based lesson planning

Cited by 9 publications

References 71 publications

Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-Based Chemistry Instruction

Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-Based Chemistry Instruction

Exploring Adaptations of the VisChem Approach: Advancements and Anchors toward Particle-Level Explanations

Weaving new threads into a chemistry education landscape! The role of Perspective articles in chemistry education research and practice

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