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The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education

1
Graduate Program in Science Education, University of Sao Paulo, Sao Paulo 05508-000, Brazil
2
Department of Chemistry, Institute of Chemistry, University of Sao Paolo, Sao Paolo 05513-970, Brazil
3
Institute of Science Education, Department of Biology and Chemistry, University of Bremen, 28359 Bremen, Germany
*
Author to whom correspondence should be addressed.
Educ. Sci. 2020, 10(7), 170; https://doi.org/10.3390/educsci10070170
Received: 21 May 2020 / Revised: 21 June 2020 / Accepted: 23 June 2020 / Published: 28 June 2020
(This article belongs to the Section Curriculum and Instruction)
This paper presents a qualitative cross-level study with a focus on prospective and in-service teachers’ pedagogical content knowledge (PCK) of redox reactions in Germany. The objective was to investigate and analyze the differences in PCK between those in pre-service teacher education and those working as teachers. The sample included four different groups: bachelor’s students, master’s students, graduate teacher trainees, and in-service teachers. Data were collected by an online questionnaire and semi-structured interviews. The online questionnaire was developed based on misconceptions and learning difficulties regarding redox reactions. Sixty-two participants answered the questionnaire and the interviews were carried out with twelve participants. The results revealed that teaching experience makes a difference. Pre-service teachers described quite traditional and content-focused approaches while experienced teachers emphasized the application of the content. Experienced teachers showed a more developed repertoire of instructional strategies. Participants differed also in their knowledge about learners and the curriculum. Concerning assessment, practices were at a quite general pedagogical knowledge level and not domain-specific. Although teacher education in Germany includes several chances for internships, it is suggested that central aspects of teachers’ PCK start to develop and settle only when they begin to work as teachers. To avoid perpetuating traditional practices, investment in continuous professional development is needed. View Full-Text
Keywords: chemistry education; teacher education; pedagogical content knowledge; continuous professional development; redox reactions chemistry education; teacher education; pedagogical content knowledge; continuous professional development; redox reactions
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MDPI and ACS Style

Goes, L.F.; Fernandez, C.; Eilks, I. The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education. Educ. Sci. 2020, 10, 170. https://doi.org/10.3390/educsci10070170

AMA Style

Goes LF, Fernandez C, Eilks I. The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education. Education Sciences. 2020; 10(7):170. https://doi.org/10.3390/educsci10070170

Chicago/Turabian Style

Goes, Luciane F., Carmen Fernandez, and Ingo Eilks. 2020. "The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education" Education Sciences 10, no. 7: 170. https://doi.org/10.3390/educsci10070170

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