The Validity and Reliability of an Instrument to Measure Physical Science Teachers’ Topic Specific Pedagogical Content Knowledge in Stoichiometry

Malcolm, Stephen Andrew; Mavhunga, Elizabeth; Rollnick, Marissa

doi:10.1080/18117295.2019.1633080

Cited by 17 publications

(23 citation statements)

References 24 publications

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“…Stoichiometry involves the mole concept, quantities of products and reactants, and limiting reactants, to mention a few. Many learners find the topic abstract, difficult, and challenging (Department of Basic Education [DoBE] Report, 2019;Malcolm et al, 2019). Furthermore, first-year university students in SA often fail to balance equations of reactions and to identify the limiting reactant with justification (Marais & Combrinck, 2009).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ and Learners’ Perceptions of Stoichiometry using POGIL: A Case Study in South Africa

Mamombe

Mathabathe

Gaigher

2021

EURASIA J Math Sci Tech Ed

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This study explored the perceptions of teachers and learners regarding the use of Process Oriented Guided Learning Inquiry Learning (POGIL) to teach stoichiometry. A qualitative case study was carried out at two conveniently and purposively sampled township schools in Pretoria, South Africa. For this purpose, two Grade 11 physical sciences classes were identified where 48 learners and their respective teachers, who had previously been trained to teach using POGIL, gave consent to participate in the study. Data were collected using lesson observations, focus group interviews for learners and interviews for teachers. All data were transcribed and analysed with the aid of ATLAS.ti software for qualitative data analysis. The findings from the observations indicate that the learners were excited, motivated, and actively engaged in their work. They assisted one another by attempting to answer questions supported with justification. The findings from the focus group interviews indicate that the learners were excited to learn using POGIL and wished to use the method in other subjects, including mathematics. The learners had noticed improvements in their grades and understanding of abstract topics. The findings from the teacher interviews indicated that they appreciated POGIL because they found it useful in reducing misconceptions, increasing learner participation, increasing understanding and achievement, and that their learners were more engaged. The results indicate that POGIL increased learners' interest, participation and active learning, while seemingly also improving the learners' understanding of and achievement in abstract topics like stoichiometry. POGIL may be useful in increasing active learning and participation of learners which may lead to increased understanding and achievement.

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Section: Introductionmentioning

confidence: 99%

Teachers’ and Learners’ Perceptions of Stoichiometry using POGIL: A Case Study in South Africa

Mamombe

Mathabathe

Gaigher

2021

EURASIA J Math Sci Tech Ed

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“…Lesson and classroom observation studies in poverty-stricken areas of South Africa, for example, those by Malcolm, Mavhunga, and Rollnick and Rollnick, Bennet, Rhemtula, Darsey, and Ndlovu, chronicle these constraints to promotion of conceptual stoichiometry SMK in teacher workshops and transfer to the classroom. Consistent with this, physical sciences teachers in developing countries, such as South Africa and its neighbor, Lesotho, have been shown to believe that pedagogical choices regarding stoichiometry are primarily to be dictated by examination guidelines rather than development of conceptual understanding. , …”

Section: Problem Statementmentioning

confidence: 88%

“…Consistent with this, physical sciences teachers in developing countries, such as South Africa and its neighbor, Lesotho, have been shown to believe that pedagogical choices regarding stoichiometry are primarily to be dictated by examination guidelines rather than development of conceptual understanding. 14,15 Such beliefs about the value of various types of SMK affect the feasibility of developing this SMK, 16 as do the quantity and quality of baseline SMK and ease and efficiency of development from that baseline. 4 Each of these factors is clearly contextually dependent.…”

Section: ■ Problem Statementmentioning

confidence: 99%

Influence of Context on Stoichiometry Conceptual and Algorithmic Subject Matter Knowledge among South African Physical Sciences Teachers

Stott

2020

J. Chem. Educ.

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Teachers’ conceptual subject matter knowledge of stoichiometry is a global concern. Such knowledge is contextually dependent, as is the feasibility of attaining particular outcomes during in-service teacher education workshops. In an attempt to understand what is feasible in various contexts, I explore the relationships between South African physical sciences teachers’ environments, education, and teaching experience and their possession of, and ease with which they learn, various types of stoichiometry knowledge. This is done through the analysis of the pre- and posttest and biographical survey data obtained from 184 teachers who attended a two-day stoichiometry workshop. The findings suggest that teachers teaching in contexts of poverty, particularly when lacking a B.Sc. degree, show a particularly high preference for algorithmic over conceptual knowledge. The success with which the teachers in the sample learned facts about relationships between concepts during the two-day workshop suggests that such an approach could provide an entry point into currently less feasible conceptual learning. No correlation was found between extent of tertiary chemistry study and stoichiometry subject matter knowledge, even for teachers with a B.Sc. degree. Statistically significantly higher levels of stoichiometry knowledge were found for the following teacher groupings compared to their counterparts: teaching in a school serving a socioeconomically more advantaged community; having over three years’ teaching experience; possessing a B.Sc. degree. The suggestions derived for in-service teacher education targets are likely to have relevance in developing countries and in developed countries where considerable socioeconomic differences exist.

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“…Hal itu menunjukkan bahwa kualitas instrumen yang dikembangkan meiliki efektifitas yang tinggi untuk mengumpulkan data akreditasi. Instrumen penelitian yang baik harus memiliki validitas dan reliabilitas untuk megukur suatu program atau fenomena yang diteliti (Malcolm, Mavhunga, & Rollnick, 2019), (Amron, Ibrahim, Bakar, & Chuprat, 2020).…”

Section: Kemenarikan Inovasi Instrumen Akreditasi Berbasis Google For...unclassified

Inovasi Instrumen Interaktif Berbasis Googleform Untuk Meningkatkan Efektivitas Proses Akreditasi di Universitas Negeri Malang

Widiyanti

2021

JTMP

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Abstrak: Penelitian ini bertujuan untuk: 1) menganalisis kriteria penilaian dan kebutuhan data di akreditasi program pendidikan profesi guru; 2) mengembangkan inovasi instrumen akreditasi untuk meningkatkan efektvitas proses akreditasi; dan 3) menguji tingkat daya tarik inovasi instrumen akreditasi untuk meningkatkan efektivitas proses akreditasi. Metode yang digunakan dalam penelitian ini adalah metode Research and Development. Penelitian dimulai dengan metode kualitatif untuk menemukan kriteria penilaian dan kebutuhan data di akreditasi. Setelah itu, dilakukan pengembangan inovasi instrumen. Pada tahap awal, pengumpulan data dengan angket dan dokumentasi. Selanjutnya, dilakukan pengujian ahli media. Penelitian ini dilakukan di Universitas Negeri Malang. Informan meliputi dosen, mahasiswa, dan stakeholder. Hasil dan temuan penelitian ini antara lain: 1) komponen-komponen kriteria penilaian dan kebutuhan data di akreditasi program pendidikan profesi guru 2) faktor-faktor yang mempengaruhi efektivitas proses akreditasi; dan 3) inovasi instrumen akreditasi yang dikembangkan memiliki daya tarik dan memiliki tingkat kelayakan yang tinggi (berdasarkan hasil uji ahli). Kata kunci:. Inovasi instrumen; Program pendidikan profesi guru;Sistem Akreditasi

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The Validity and Reliability of an Instrument to Measure Physical Science Teachers’ Topic Specific Pedagogical Content Knowledge in Stoichiometry

Cited by 17 publications

References 24 publications

Teachers’ and Learners’ Perceptions of Stoichiometry using POGIL: A Case Study in South Africa

Teachers’ and Learners’ Perceptions of Stoichiometry using POGIL: A Case Study in South Africa

Influence of Context on Stoichiometry Conceptual and Algorithmic Subject Matter Knowledge among South African Physical Sciences Teachers

Inovasi Instrumen Interaktif Berbasis Googleform Untuk Meningkatkan Efektivitas Proses Akreditasi di Universitas Negeri Malang

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