Abstract
In chemical education, many secondary school students experience difficulties in understanding three mutual related meanings of topics, that is, the macroscopic meaning, the microscopic meaning, and the symbolic meaning. As a consequence, student teachers should be prepared carefully to learn how to teach this difficult issue. This article presents a naturalistic case study of the development of eight student teachers’ pedagogical content knowledge (PCK) of the multiple meanings of chemistry topics. The student teachers (all M.Sc.) participated in a teacher education program of which the initial phase focused on learning from teaching instead of learning of teaching. They were asked individually to choose and teach a chemistry curriculum topic with a focus on the macro-micro-symbolic issue. Research data were obtained by interviewing the student teachers individually before and after the lessons. The outcomes indicated a development of student teachers’ knowledge of teaching difficulties, for instance, too fast and mainly implicit reasoning between macro- and micro-meaning, and a dominant orientation towards the micro-meaning of topics. A development of knowledge of students’ difficulties was also indicated, for instance, difficulties in understanding the macro- and micro-meaning of reaction equations. Implications for the follow-up phases of the program are presented.
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De Jong, O., Van Driel, J. Exploring the Development of Student Teachers’ PCK of the Multiple Meanings of Chemistry Topics. Int J Sci Math Educ 2, 477–491 (2004). https://doi.org/10.1007/s10763-004-4197-x
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DOI: https://doi.org/10.1007/s10763-004-4197-x