Next Article in Journal
Attitude towards Mobile Learning in English Language Education
Previous Article in Journal
How Christian Universities Respond to Extremism
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2018, 8(3), 141; https://doi.org/10.3390/educsci8030141

Reflections on a Three-Year-Long Teacher-Centered, Participatory Action Research Experience on Teaching Chemical Bonding in a Swiss Vocational School

1
Gewerbliche Berufsschule Chur (Vocational School), 7000 Chur, Switzerland
2
Institute for Science Education, University of Bremen, 28199 Bremen, Germany
*
Author to whom correspondence should be addressed.
Received: 9 May 2018 / Revised: 16 August 2018 / Accepted: 3 September 2018 / Published: 10 September 2018
(This article belongs to the Special Issue Innovations and Contemporary Perspectives in Chemistry Education)
Full-Text   |   PDF [2712 KB, uploaded 10 September 2018]   |  

Abstract

Chemistry is considered to be a difficult subject and chemistry education courses are not very popular among many students. Innovations in the curriculum and pedagogy may help to overcome difficulties in learning as well as motivational problems. Participatory action research (PAR) seems to be a suitable approach for developing such an innovation for the chemistry classroom. This paper reflects on the adoption of a PAR model to teacher-centered action research. A project is discussed aiming at iteratively improving lessons on chemical bonding in a Swiss vocational school. The lesson was focusing on self-determined, autonomous learning in small groups in a multimedia-supported learning environment to foster student motivation for learning. The project is based on the cooperation of a chemistry teacher and a PAR expert group of chemistry teachers operating far away from the school. The cooperation was implemented by synchronous and asynchronous digital communication. The lessons have been cyclically developed over three consecutive years of teaching. The findings from the current study indicate that the implemented practice of action research helped to both improve the teacher’s pedagogical repertoire for his chemistry lessons and contributed to the teacher’s continuing professional development in terms of better understanding how student-centered his lessons should be. View Full-Text
Keywords: action research; vocational education; chemistry education; curriculum development action research; vocational education; chemistry education; curriculum development
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
SciFeed

Share & Cite This Article

MDPI and ACS Style

Laudonia, I.; Eilks, I. Reflections on a Three-Year-Long Teacher-Centered, Participatory Action Research Experience on Teaching Chemical Bonding in a Swiss Vocational School. Educ. Sci. 2018, 8, 141.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top