School-related content knowledge in organic chemistry – how different school curricula should be considered for the development of tasks
DOI:
https://doi.org/10.25321/prise.2019.888Keywords:
organic chemistry, tasks, seminars, school-related content knowledge, school curriculaAbstract
Abstract
The professional knowledge of teachers, as described by Shulman (1968) consists of content knowledge, pedagogical content knowledge and pedagogical knowledge. Woehlecke and Massolt et al. (2017) describe the school-related content knowledge (SRCK) as a cross-disciplinary construct. We developed tasks in organic chemistry using their construct. In these tasks often a school context was used. The tasks were evaluated by using a questionnaire and by conducting focus group interviews.
Background:
The professional knowledge of teachers, as described by Shulman (1968) consists of content knowledge, pedagogical content knowledge and pedagogical knowledge. Woehlecke and Massolt et al. (2017) describe the school-related content knowledge (SRCK) as a cross-disciplinary construct. We developed tasks in organic chemistry using their construct. In these tasks often a school context was used. The tasks were evaluated by using a questionnaire and by conducting focus group interviews.
Purpose:
The influence of the different school curricula of the federal states in Germany on the development of new tasks should be examined.
Sample/Setting:
The school curricula are examined. Summaries of all topics in organic chemistry were made. The results of the evaluation of the developed tasks were, in combination with the results on the contents of the curricula, used to answer the research questions. The tasks were used for a course in organic chemistry for bachelor students (prospective chemistry teachers).
Design Methods:
Quantitative (questionnaires) and qualitative (focus group interviews and summaries) methods were used.
Results:
The differences between the school curricula of the federal states are significant. These differences influence the development and use of the tasks. The students are focused on their own school biography and the state where they went to school and where they want to be a chemistry teacher. By changing the contexts in the tasks these differences can be positively used for the development of new tasks.
Conclusions/Implications for classroom practice and future research:
The design of the tasks should be changed. One focus should be on the standards for the teacher education. These standards should be made transparent in all chemistry courses.
Keywords: organic chemistry, tasks, seminars, school related content knowledge, school curricula
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