Pedagogical Content Knowledge of Chemical Kinetics: Experiment Selection Criteria To Address Students’ Intuitive Conceptions

Marzábal, Ainoa; Delgado, Virginia; Moreira, Patricia; Barrientos, Lorena; Moreno, Jeannette

doi:10.1021/acs.jchemed.8b00296

Cited by 11 publications

(11 citation statements)

References 30 publications

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“…As a response to Rodriguez and Towns' (2019) recommendation for more specific, accessible, and practical implications for enacted teaching practices, chemistry education researchers using the PCK model typically attend to the many professional knowledge bases that instructors possess. Marzabal et al (2018) for instance list a criteria of content knowledge bases related to chemical kinetics to assist higher education instructors in responding to their students' ideas. Hale et al (2016) have developed an instrument to measure graduate teaching assistants' knowledge bases about thin layer chromatography.…”

Section: The Reality Of Using the Pedagogical Content Knowledge Modelmentioning

confidence: 99%

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

Yezierski

2022

Chem. Educ. Res. Pract.

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Researchers have typically identified and characterized teachers’ knowledge bases (e.g., pedagogical content knowledge and subject matter knowledge) in an effort to improve enacted instructional strategies. As shown by the Refined Consensus Model (RCM), understanding teacher learning, beliefs, and practices is predicated on the interconnections of such knowledge bases. However, lesson planning (defined as the transformation of subject matter knowledge to enacted pedagogical content knowledge) remains underexplored despite its central position in the RCM. We aim to address this gap by developing a conceptual framework known as Pedagogical Chemistry Sensemaking (PedChemSense). PedChemSense theoretically expands upon the RCM that generates actionable guidelines to support chemsistry teachers’ lesson planning. We incorporate the constructs of sensemaking, Johnstone's triangle, and the models for perspective to provide a lesson-planning mechanism that is specific, accessible, and practical, respectively. Lesson examples from our own professional development contexts, the VisChem Institute, demonstrate the efficacy of PedChemSense. By leveraging teachers’ sensemaking of the limitations and utility of models, PedChemSense facilitates teachers’ designing for opportunities to advance their students’ chemistry conceptual understanding. Implications and recommendations for chemistry instruction and research at secondary and undergraduate levels are discussed.

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Section: The Reality Of Using the Pedagogical Content Knowledge Modelmentioning

confidence: 99%

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

Yezierski

2022

Chem. Educ. Res. Pract.

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“…Students perceive chemical kinetics as one of the most difficult subjects in courses. 4,5 Regardless of the level or approach, common challenges in learning reaction kinetics are conceptual, demanding a high level of abstraction, as it is impossible to directly observe molecular phenomena. Understanding these concepts requires expertise in handling, interpreting, and integrating abstract concepts that few students have reached at the beginning of the course.…”

Section: ■ Introductionmentioning

confidence: 99%

“…As a result, the students achieve a low level of conceptual understanding of the models describing chemical kinetics. 3,5,9,10 The current literature on education considers reaction kinetics as understudied within Chemical Education Research, where traditional teaching practices remain. 5,11 Some efforts have been made to solve these difficulties, either by developing educational software, designing experiments to address the most bewildering concepts, or launching new pedagogical strategies.…”

Section: ■ Introductionmentioning

confidence: 99%

“…3,5,9,10 The current literature on education considers reaction kinetics as understudied within Chemical Education Research, where traditional teaching practices remain. 5,11 Some efforts have been made to solve these difficulties, either by developing educational software, designing experiments to address the most bewildering concepts, or launching new pedagogical strategies. 4,5,12−14 In 2020, the COVID-19 pandemic changed the global scenario, including the learning environments due to lockdown, calling for a transformation in teaching reaction kinetics.…”

Section: ■ Introductionmentioning

confidence: 99%

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Analogy between Consecutive Reaction Kinetics and the Spread of COVID-19 as a Student-Centered Learning Approach

Almanza-Arjona

Durán–Álvarez

Fernández-Urtusástegui

et al. 2022

J. Chem. Educ.

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The reaction rate and rate law are chemical kinetics concepts that undergraduate students have difficulty understanding and applying in real life. A further challenge is the overall reaction rate of consecutive reactions. Herein we present a creative teaching practice using the analogy-based approach to exploit the similarities between the chemical kinetics of consecutive reactions involved in ethanol oxidation and the model employed to describe the COVID-19 outbreak. Students conducted the mathematical modeling using open online software. Fitting the epidemic data from four different countries during the first wave of the COVID-19 pandemic to the SIR model and comparing the results with the model of ethanol oxidation brought students insight into the effects of kinetic parameters and triggered a discussion on conceptual kinetic fundamentals. This teaching approach sets up an environment where students can build knowledge that accounts for their pandemic experience, fostering mathematical and computational skills along with data analysis and interpretation that promotes a deeper understanding of the phenomena implicated in the kinetics of consecutive reactions. Mathematical modeling activities are here to stay and will continue gaining relevance in undergraduate kinetics courses, even without the lockdown, therefore the development of these kinds of learning strategies is of high significance worldwide.

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“…On the college level, chemical kinetics is traditionally considered a difficult and challenging subject-matter in Physical Chemistry courses by teachers and students alike . On the one hand, some of the most pressing problems currently facing chemical education are content overload, isolated facts, lack of transfer, lack of relevance, and inadequate emphasis. ,,, The abstract nature of concepts and limited connection with their real scientific contexts are important factors that influence students’ performance in these courses .…”

Section: Introductionmentioning

confidence: 99%

Learning Reaction Kinetics through Sustainable Chemistry of Herbicides: A Case Study of Preservice Chemistry Teachers’ Perceptions of Problem-Based Technology Enhanced Learning

et al. 2021

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Teaching the fundamentals of chemical kinetics on the college level is challenging to teachers and students alike due to its abstract nature of concepts and limited connection with real context applications. This study consisted of two phases starting with designing a chemistry education for the sustainable development-based learning environment of reaction kinetics, followed by a case study in which students’ perceptions toward learning chemistry by solving a real environmental problem using digital resources, spreadsheets, and an active learning environment, were explored. First, we designed a Socio-Scientific Environmental Chemistry module centered on the sorption kinetic processes of herbicides in volcanic ash derived soils (VADS) and their potential to pollute groundwater. The objective of the learning module was to contribute to the development of sustainability skills, to promote learning of contextualized chemistry knowledge, and to develop scientific skills. This module employs spreadsheets as computational tools in chemistry to model real sorption kinetic data of herbicides in VADS. The learning module was designed for one section of two Analytical Chemistry courses and one Physical Chemistry course of an undergraduate chemistry teacher-training program. After the design phase, the learning module was implemented in each course, and students’ perceptions were gathered using the focus group technique. The sample was of 22 students distributed into three focus groups. The data collected were analyzed and categorized through qualitative content analysis using the Technological Pedagogical Science Knowledge (TPASK) framework. On the basis of our findings, the students acquired contextualized chemistry knowledge and develop skills and knowledge related to using digital resources and spreadsheets in a scientific context. Besides, the preservice chemistry teachers’ knowledge of pedagogy allowed them to develop some elements of their pedagogical science knowledge and TPASK. This case study shows that the problem-based learning approach offers great potential in supporting a learning environment suitable to working with spreadsheets to solve real-environment problems in chemistry education.

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Pedagogical Content Knowledge of Chemical Kinetics: Experiment Selection Criteria To Address Students’ Intuitive Conceptions

Cited by 11 publications

References 30 publications

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

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

Analogy between Consecutive Reaction Kinetics and the Spread of COVID-19 as a Student-Centered Learning Approach

Learning Reaction Kinetics through Sustainable Chemistry of Herbicides: A Case Study of Preservice Chemistry Teachers’ Perceptions of Problem-Based Technology Enhanced Learning

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