Probing student teachers' subject content knowledge in chemistry: case studies using dynamic computer models

Abstract

This paper reports case study research into the knowledge and understanding of chemistry for six secondary science student teachers. It combines innovative student-generated computer animations, using ChemSense software, with interviews to probe understanding of four common chemical processes used in the secondary school curriculum. Findings indicate that the students possess misconceptions in depicting free atoms, bond angles and ionic and covalent bonds. They limit their models to two dimensional representations and produce models as a series of episodes that follow reaction equations. However, they balance the numbers of atoms and engage with, and discuss, construction of models over extended periods of time. The study concludes that misconceptions may persist from prior learning, may continue due to limited access to prior knowledge, and the individuals may use multiple frameworks to explain new ideas. The ChemSense software is discussed as a tool for encouraging discussion and the development of knowledge in chemistry.

Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions

“…Dozens of research publications show examples of how 3DMV and data processing tools have been integrated into chemistry curriculums worldwide. The possibilities and challenges that they offer for science education have also been studied extensively (Pfennig and Frock, 1999;Mahaffy, 2004;Jones, et al, 2005;Ramos and Fernandes, 2005;Xie and Tinker, 2006;Geldenhuys, et al, 2007;Burkholder, et al, 2008;José and Williamson, 2008;Toplis, 2008;Angeli and Valanides, 2009;Tofan, 2009;Venkataraman, 2009;Abraham, et al, 2010;Tuvi-Arad and Blonder, 2010;Battle, et al, 2011;Evans and Moore, 2011;Kang and Kang, 2011;Kim, et al, 2011;Linenberger, et al, 2011;Milner-Bolotin, 2012;Ruddick, et al, 2012;Wedler, et al, 2012;Avramiotis and Tsaparlis, 2013;Krause, et al, 2013;Ziegler, 2013;Al-Balushi and Al-Hajri, 2014;Ochterski, 2014;Springer, 2014;Lukas, et al, 2019). 3DMV tools and animations improve conceptual understanding and spatial abilities of students.…”

Development and analysis of an instrument to assess student understanding of foundational concepts before biochemistry coursework*

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Preparing an ICT Innovation using Lectora Inspire as Teaching Media for Buffer Solutions for High School

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