Evidence that Teacher Interactions with Pedagogical Contexts Facilitate Chemistry-Content Learning in K-8 Professional Development

Duzor, Van

doi:10.1007/s10972-012-9290-3

Cited by 4 publications

(7 citation statements)

References 33 publications

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“…Science and technology are closely related in modern life, one of which is chemistry (Faeha, Wahid, & Udaibah, 2019;Pagliaro, 2019). Chemistry is a science that focuses on studying matter and energy in terms of structure, composition, characteristics, and energy changes (Liniarti, 2013;Suyati & Sutiani, 2018;Van Duzor, 2012). Therefore, students need to study chemistry (Ahyar, Masykuri, S, & Saputro, 2019;Siahaan & Marjan, 2019).…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality-based Media on Molecular Hybridization Concepts Learning

Irwansyah

Asyiah

Farida

2019

Tadris

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Students' problems in understanding of the hybridization process need to be overcome by using interactive media. Therefore, this study aimed to analyze the results of the validation test and the feasibility test of learning media based on Augmented Reality (AR) on the concept of hybridization. The research method used was the Design-based Research (DBR) method based on technology that supports the learning process within two stages, namely the analysis stage and the design and development stage. Data collecting instruments used were a validation test questionnaire and a limited trial sheet. The media was validated by 3 expert lecturers and 10 respondents of Chemical Education Department students at UIN Sunan Gunung Djati Bandung, Indonesia. Overall validation test results obtained an average value of robserved of 0.88. The validation test obtained a value above 0.30, which showed that the learning media was valid and can be used for the limited trial. The limited trial obtained an average value of 88.59 % within a feasible category. This research concluded that AR learning media on the concept of hybridization is appropriate to be used as teaching material in the learning.

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Section: Introductionmentioning

confidence: 99%

Augmented Reality-based Media on Molecular Hybridization Concepts Learning

Irwansyah

Asyiah

Farida

2019

Tadris

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“…The students' compromise between themselves and supported by teachers should be put into place ( Savasci and Berlin, 2012 ) as group work and sharing concerns from the classroom are key to improve teaching and learning in the classroom. Thus, this will be due to the directed content discussion and learning objectives, as well as reflection on teacher and learner roles in the classroom ( Van Duzor, 2012 ). Otherwise, this would discontinue the will of the current curriculum implemented in Rwanda from 2016.…”

Section: Resultsmentioning

confidence: 99%

A case study on chemistry classroom practices in the Rwandan secondary schools

Byusa

Kampire

Mwesigye

2021

Heliyon

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This study aims at assessing the classroom practices of Rwandan chemistry teachers in secondary schools, the second grade (S2), age range between 14 to 16 years old. The classroom observation conducted using the Classroom Observation Protocol for Undergraduate STEM (COPUS). In general, the best practice of group work or collaborative learning and students' engagement was observed. The analysis of the COPUS data reveals that active learning in chemistry classes is dominating, 54% against 42% of passive learning; found high, statistically significant over passive learning at p < .01 (tCritical = 1.89, df = 7, p = .003). The active students' practice is taking 82% of a 2-min time interval across 30 lessons observed, as one class period has 40 min to make 20 intervals of 2 min. Teachers are engaging their students in collaborative learning by assigning them various tasks in groups. These results established the current instructional practices in chemistry classes to draw conclusions and recommendations.

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“…Our study provided an importance hierarchy of the ten most important learning goals as perceived by all stakeholders. The majority of previous studies often only listed the learning goals of the respective PDPs (e.g., Anderson & Mitchener, 1994;Borko, 2004;Louws et al, 2018;Park Rogers et al, 2010;Van Duzor, 2012). Indeed, very few studies have compared their relative importance (e.g., Gentsch, 1999).…”

Section: Discussionmentioning

confidence: 99%

“…First, we present the results of several studies on the learning goals of teachers participating in professional development (e.g., Anderson & Mitchener, 1994;Borko, 2004;Louws et al, 2018;Park Rogers et al, 2010;Van Duzor, 2012). Here, teachers identified three learning goals for their professional development: (1) to enhance their CK (Anderson & Mitchener, 1994;Louws et al, 2018;Owens et al, 2018;Park Rogers et al, 2010;Van Duzor, 2012), (2) to enhance their PK (Louws et al, 2018;Park Rogers et al, 2010), and (3) to enhance their PCK. In the latter, teachers specified various components of PCK.…”

Section: Learning Goals For Pdpsmentioning

confidence: 99%

“…In the latter, teachers specified various components of PCK. In particular, teachers aimed to learn about and gain experience in innovative instructional strategies and representations (Louws et al, 2018;Owens et al, 2018;Park Rogers et al, 2007 and increase their knowledge of the curricula (Owens et al, 2018;Van Duzor, 2012). Several studies also reported other goals that are important to teachers, such as improving their ability to use multimedia in their classrooms (Louws et al, 2018;Owens et al, 2018).…”

Section: Learning Goals For Pdpsmentioning

confidence: 99%

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Learning Goals of Professional Development Programs at Science Research Institutions: A Delphi Study with Different Stakeholder Groups

Horvat

Wiener

Schmeling

et al. 2021

Journal of Science Teacher Education

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Effective professional development programs (PDPs) rely on welldefined goals. However, recent studies on PDPs have not explored the goals from a multi-stakeholder perspective. This study identifies the most important learning goals of PDPs at science research institutions as perceived by four groups of stakeholders, namely teachers, education researchers, government representatives, and research scientists. Altogether, over 100 stakeholders from 42 countries involved in PDPs at science research institutions in Europe and North America participated in a three-round Delphi study. In the first round, the stakeholders provided their opinions on what they thought the learning goals of PDPs should be through an open-ended questionnaire. In the second and third rounds, the stakeholders assessed the importance of the learning goals that emerged from the first round by rating and ranking them, respectively. The outcome of the study is a hierarchical list of the ten most important learning goals of PDPs at particle physics laboratories. The stakeholders identified enhancing teachers' knowledge of scientific concepts and models and enhancing their knowledge of the curricula as the most important learning goals. Furthermore, the results show strong agreement between all the stakeholder groups regarding the defined learning goals. Indeed, all groups ranked the learning goals by their perceived importance almost identically. These outcomes could help policymakers establish more specific policies for PDPs. Additionally, they provide PDP practitioners at science research institutions with a solid base for future research and planning endeavors.

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Evidence that Teacher Interactions with Pedagogical Contexts Facilitate Chemistry-Content Learning in K-8 Professional Development

Cited by 4 publications

References 33 publications

Augmented Reality-based Media on Molecular Hybridization Concepts Learning

Augmented Reality-based Media on Molecular Hybridization Concepts Learning

A case study on chemistry classroom practices in the Rwandan secondary schools

Learning Goals of Professional Development Programs at Science Research Institutions: A Delphi Study with Different Stakeholder Groups

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