Search Results (4)

The development and use of teachers’ pedagogical content knowledge (PCK) can enhance students’ understanding of specific content. PCK occurs at three grain sizes: discipline-, topic-, and concept-specific levels. In 2013, Mavhunga and Rollnick proposed the topic-specific PCK (TSPCK) framework to describe how teachers transform topic-specific content in chemistry lessons. This systematic review brings together worldwide research on TSPCK, offering a thorough summary of the use of topic-specific knowledge in science instruction and identifying areas that most require teacher development. This review, conducted on 29 June 2025 in the Scopus database, identified 34 studies that used the TSPCK framework to investigate teachers’ TSPCK in science in the period from 2013 to 2025. An in-depth analysis of each study’s context, methodological approach, and focus was conducted. Findings revealed that studies mostly measure or improve secondary pre-service and in-service teachers’ PCK, use qualitative or mixed-methods approaches, utilise chemistry and biology topics, and are conducted in the (South) African context. Furthermore, the findings suggest that the use of the TSPCK is highly contextualised. The results also indicate a tendency for research to integrate the TSPCK framework into the Consensus Models of PCK. The review has also highlighted several gaps in PCK research, such as the limited research on pre-school, primary school, and university levels. Furthermore, there is limited research on interventions to improve in-service teachers’ PCK. Implications and opportunities of these findings for research on science teachers’ knowledge (TSPCK) are discussed. We recommend the application of the TSPCK framework to develop and evaluate teachers’ TSPCK through interventions such as workshops, lesson studies, micro-teaching and training modules. Furthermore, research may involve comparative studies with teachers having different degrees of teaching experience, including pre-service teachers, in-service teachers, and teacher educators. Full article

The use of technology in education has experienced significant growth in recent years. In this regard, computational chemistry is considered a dynamic element due to the constant advances in computational methods in chemistry, making it an emerging technology with high potential for application in teaching chemistry. This article investigates the characteristics and perceptions of in-service chemistry teachers who participated in an e-learning educational computational chemistry course. Additionally, it examines how educational data mining techniques can contribute to optimising and developing e-learning environments. The results indicate that teachers view incorporating computational chemistry elements in their classes positively but that this is not profoundly reflected in their teaching activity planning. On the other hand, generated statistical models demonstrate that the most relevant variables to consider in the instructional design of an e-learning educational computational chemistry course are related to participation in various course instances and partial evaluations. In this sense, the need to provide additional support to students during online learning is highlighted, especially during critical moments such as evaluations. In conclusion, this study offers valuable information on the characteristics and perceptions of in-service chemistry teachers and demonstrates that educational data mining techniques can help improve e-learning environments. Full article

The educational scenario after the COVID-19 confinement presents new challenges for teachers. Technological advances require teachers to be prepared for instruction through technology, and with this, the need for e-learning courses arose to strengthen this knowledge. This article aims to describe an innovative e-learning course in Educational Computational Chemistry (ECC) for in-service chemistry teachers through an Instructional Design (ID) that allows the development of the constructs associated with the Technological Pedagogical Science Knowledge (TPASK) framework. From the literature overview, relevant findings were raised concerning ID and its potential technological support. The results indicate that an effective ID must present general elements, such as the organisation and generation of content, progress monitoring, and feedback instances. However, the stages of engagement, flexibility, and positioning are relevant elements. These design elements are linked to emerging technological tools, such as artificial intelligence for generating audiovisual material, interactive content development, and event logs. In addition, positive results are evident from the teachers who participated in the ECC e-learning course, who project the knowledge, computer skills, and learning acquired into their professional work as chemistry teachers. Based on the above, a course design for ECC is proposed with general guidelines that contribute to the continuous training of in-service chemistry teachers. Full article

Diagnostic competence is an important skill of professional teachers and is a part of Pedagogical Content Knowledge (PCK). Because increasing heterogeneity and diversity characterize our schools, diagnostic competence plays a prominent role in teacher pre- and in-service courses. At our university, two modules are focused on examining student teachers’ diagnostic competence in chemistry. The present paper describes a cross-level case study analyzing three groups of student teachers in different phases of their university teacher training program. The study is based on a qualitative research study with a total of 108 participants. The results show both positive and negative developments in teacher trainees’ diagnostic competence. They show that attitudes and beliefs about heterogeneity can be changed from a rather negative viewpoint to a more positive one. The results will be presented and discussed below. Suggestions for further development will be given. Full article