The relationships between PCK components: the case of quantum chemistry professors

Padilla, Kira; Driel, Jan van

doi:10.1039/c1rp90043a

Cited by 55 publications

(39 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Few studies on faculty thinking in the context of upper-division physical chemistry courses exist to date (Sözbilir, 2004;Padilla and Van Driel, 2011;Fox and Roehrig, 2015). As part of a larger study that investigated the alignment of student and faculty perceptions of physical chemistry education at two Turkish universities, Sözbilir (2004) found that two lecturers perceived systemic factors, such as overcrowded classes, lack of resources and staff, and students' academic background and socio-economic conditions to be the leading problems affecting students' learning in physical chemistry.…”

Section: Teacher Thinking About Undergraduate Physical Chemistry Educmentioning

confidence: 99%

“…Prior research on teacher thinking about physical chemistry education at the undergraduate level is limited, but the available literature suggests that many faculty exhibit teacher-centered understandings about the teaching-learning situation (Sözbilir, 2004;Padilla and Van Driel, 2011;Fox and Roehrig, 2015). Interview and survey-based studies found that: (1) faculty have a general awareness of student difficulties, but self-report data suggests that this awareness does not always guide faculty to adjust their pedagogy, (2) faculty may rationalize student difficulties based on factors that they believe are beyond their control, and (3) the majority of faculty at ACS-accredited departments in the United States reported using instructor-centered pedagogical strategies.…”

Section: Teacher Thinking About Undergraduate Physical Chemistry Educmentioning

confidence: 99%

“…An important finding was that these lecturers did not give sufficient thought to contemporary views of how people learn. Padilla and Van Driel (2011) interviewed six instructors at different universities in the Netherlands about their PCK for teaching quantum chemistry. Across all six participants, the Fig.…”

Section: Teacher Thinking About Undergraduate Physical Chemistry Educmentioning

confidence: 99%

See 2 more Smart Citations

Faculty beliefs about the purposes for teaching undergraduate physical chemistry courses

Mack

Towns

2016

Chem. Educ. Res. Pract.

View full text Add to dashboard Cite

We report the results of a phenomenographic analysis of faculty beliefs about the purposes for teaching upper-division physical chemistry courses in the undergraduate curriculum. A purposeful sampling strategy was used to recruit a diverse group of faculty for interviews. Collectively, the participating faculty regularly teach or have taught physical chemistry courses in 16 different chemistry departments in the United States. While faculty agreed that the goal of teaching physical chemistry was to help students develop robust conceptual knowledge of the subject matter within thermodynamics, statistical mechanics, quantum mechanics, spectroscopy, chemical kinetics, and other major topics, some articulated strong beliefs about epistemic and social learning goals. An understanding of the relations between different ways of thinking about teaching upper-division physical chemistry courses offers practitioners with alternative perspectives that may help them expand their awareness of the purposes for teaching physical chemistry in the undergraduate curriculum. Furthermore, knowledge of faculty beliefs about their teaching provides educational researchers and curriculum developers with an understanding about the potential opportunities or barriers for helping faculty align their beliefs and goals for teaching with research-based instructional strategies. We discuss our findings with the intention to expand faculty awareness of the discourse on physical chemistry education to include various perspectives of the purpose for teaching upper-division physical chemistry courses.

show abstract

Section: Teacher Thinking About Undergraduate Physical Chemistry Educmentioning

confidence: 99%

Section: Teacher Thinking About Undergraduate Physical Chemistry Educmentioning

confidence: 99%

Section: Teacher Thinking About Undergraduate Physical Chemistry Educmentioning

confidence: 99%

See 1 more Smart Citation

Faculty beliefs about the purposes for teaching undergraduate physical chemistry courses

Mack

Towns

2016

Chem. Educ. Res. Pract.

View full text Add to dashboard Cite

show abstract

“…For this, can be used Gavroglu & Simões (2012) history of quantum chemistry and Scerri (2007) history of the periodic table. Of course, the generalization of teaching strategies using philosophy and history of science is not a simple task, due in part to a lack of knowledge among university teachers of these issues and also, because they considered that these topics are really quite complicated for students, as the research by Padilla and Van Driel (2011) has shown for quantum chemistry professors.…”

Section: Conclusion: Lessons From History and Philosophy For Thementioning

confidence: 99%

Teaching introductory quantum physics and chemistry: caveats from the history of science and science teaching to the training of modern chemists

Greca

Freire

2014

Chem. Educ. Res. Pract.

View full text Add to dashboard Cite

Brazil; E-mail: freirejr@ufba.br ABSTRACT Finding the best ways to introduce quantum physics to undergraduate students in all scientific areas, in particular for chemistry students, is a pressing, but hardly a simple task. In this paper, we discuss the relevance of taking into account lessons from the history of the discipline and the ongoing controversy over its interpretations and foundations in the search for new ways of improving the teaching of quantum physics. We also review and discuss the recent research in science education literature that proposes new ways of introducing quantum mechanics for undergraduate students. From these discussions, we suggest some possibilities -the inclusion of philosophical interpretations and their defense; the emphasis on strictly quantum features of the systems; an emphasis on formalism, without worrying about the ultimate ontological status of mathematics; the incorporation of quantum mechanics applications to real problems; and the need to introduce complementarity when using images -which can be taken into account when devising more effective ways of teaching introductory quantum mechanics for chemistry students.

show abstract

“…Each participant was visited on six separate occasions (i.e., 48 total visits). Considering PCK is in part an internal construct (Baxter & Lederman, 1999), interviews became an essential data source (Padilla & Van Driel, 2011). Accordingly, I conducted semi-structured interviews with each individual participant.…”

Section: Data Sources and Collectionmentioning

confidence: 99%

Shaping Pedagogical Content Knowledge for Experienced Agriculture Teachers in the Plant Sciences: A Grounded Theory

Rice¹,

Kitchel²

2017

JAE

View full text Add to dashboard Cite

show abstract

The relationships between PCK components: the case of quantum chemistry professors

Cited by 55 publications

References 30 publications

Faculty beliefs about the purposes for teaching undergraduate physical chemistry courses

Faculty beliefs about the purposes for teaching undergraduate physical chemistry courses

Teaching introductory quantum physics and chemistry: caveats from the history of science and science teaching to the training of modern chemists

Shaping Pedagogical Content Knowledge for Experienced Agriculture Teachers in the Plant Sciences: A Grounded Theory

Contact Info

Product

Resources

About