A qualitative case study of prospective chemistry teachers knowledge about instructional strategies Introducing particulate theory

Date

2008-01-01

Author

Boz, Nihat
Boz, Yezdan

Metadata

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The purpose of this study was to investigate prospective chemistry teachers’ knowledge about instructional strategies, one component of pedagogical content knowledge about introducing particulate theory, as well as sources of this knowledge. Twenty-two prospective chemistry teachers participated in the study. Data were collected by the means of a vignette, semistructured interviews, and lesson plans. Analysis showed that concrete objects, computer animations, and expository teaching were the preferred teaching techniques by prospective teachers. Several issues, such as general pedagogical knowledge, subject matter knowledge, and knowledge about students’ difficulties, were found to be the main factors for choosing a teaching strategy to make an introduction to particles.

Subject Keywords

Teacher education, Particulate theory, Prospective teachers

URI

https://hdl.handle.net/11511/83546
https://link.springer.com/article/10.1007/s10972-007-9087-y

Journal

journal of science teacher education

DOI

https://doi.org/https://doi.org/10.1007/s10972-007-9087-y

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

N. Boz and Y. Boz, “A qualitative case study of prospective chemistry teachers knowledge about instructional strategies Introducing particulate theory,” journal of science teacher education, pp. 135–156, 2008, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/83546.