Influence of Constructivist Professional Development on Chemistry Content Knowledge and Scientific Model Development |
| |
| Authors: | Claudia Khourey-Bowers Christopher Fenk |
| |
| Institution: | (1) Kent State University Stark, 6000 Frank Ave. N.W., Canton, OH 44720, USA;(2) Kent State University Tuscarawas, New Philadelphia, OH, USA |
| |
| Abstract: | The purpose of this study was to explore the relationship between teachers’ (N = 69) participation in constructivist chemistry professional development (PD) and enhancement of content (CK) and pedagogical
content knowledge (PCK) (representational thinking and conceptual change strategies) and self-efficacy (PSTE). Quantitative
measures assessed CK, PCK, and PSTE. Document analysis focused on PCK. Elementary teachers gained CK, PCK, PSTE, and designed
lessons to advance thinking from macroscopic to abstract models. Middle/secondary teachers gained PSTE, PCK, and introduced
macroscopic models to develop understanding of previously taught abstract models. All implemented representational thinking
and conceptual change strategies. Results suggest that: (1) constructivist PD meets the needs of teachers of varying CK, and
(2) instruction should connect representational models with alternative conceptions, integrating radical and social constructivism. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
