Identifying pedagogical content knowledge (PCK) in the chemistry laboratory

Bond-Robinson, Janet

doi:10.1039/b5rp90003d

Cited by 35 publications

(22 citation statements)

References 22 publications

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“…None of the nine trainees mentioned all three types -and the authors point out that PCK was not mentioned explicitly. In a study based in teaching in a university chemistry laboratory, Wood-Robinson (2005) investigated the skills used by graduate teaching assistants (GTAs) working with undergraduates. As her focus was on the skills required to teach specific chemical knowledge, she modified PCK to -PChK‖, meaning -pedagogical chemical knowledge‖, classifying this into four categories or -levels‖ from basic interaction with students (PChK 0) to teaching chemical concepts (PChK 3).…”

Section: Pck In Practicementioning

confidence: 99%

Pedagogical content knowledge in science education: perspectives and potential for progress

Kind

2009

Studies in Science Education

455

307

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Section: Pck In Practicementioning

confidence: 99%

Pedagogical content knowledge in science education: perspectives and potential for progress

Kind

2009

Studies in Science Education

455

307

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“…Ed., 4(4), 327-335 2006). The discussion about laboratories and other educational techniques is very opinionated, with many scientists arguing heatedly either in favour (Blosser, 1990;Bond-Robinson, 2005;DeMeo, 2001;DiBase and Wagner, 2001;Hofstein, 2004;Johnstone and AlShuaili, 2001;Kampourakis and Tsaparlis, 2003;Lloyd, 1992;Stanholtzner, 2002;Stanholtzner, 2003) or against (Balla, 1990;Hawkes, 2004) laboratory education. Recently, the online journal Chemistry Education Research and Practice (2007) dedicated a special issue to articles about "Experiments and the Laboratory in Chemistry Education".…”

Section: Introductionmentioning

confidence: 99%

Laboratory Education in New Zealand

Borrmann

2008

EURASIA J MATH SCI T

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Laboratory work is one of the main forms of teaching used in chemistry, physics, biology and medicine. For many years researchers and teachers have argued in favor or against this form of education. Student opinion could be a valuable tool for teachers to demonstrate the validity of such expensive and work intensive forms of education as laboratory work. However, due to concerns regarding overly positive replies and a strong personal bias in opinions regarding various courses, teachers and technicians, student opinion has largely been discounted so far. A set of markers based on the strategic aims of Victoria University of Wellington, New Zealand, have been selected and used to collect student opinion. The markers appear to be independent and present a more objective view of the value of student opinion regarding laboratory education. In contrast, direct questions showed exactly the positive bias criticized by researchers and academics. The markers based on strategic aims revealed that laboratories are valued but that certain areas of this form of education require improvement. The trends collected by use of the markers were line with replies to free-form questions and could therefore present a valid option for researchers to evaluate the effectiveness of various forms of education based on the opinions of the people most concerned, the students.

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“…content into effective teaching, an idea based on the observation that knowing the content is not enough to be able to teach and help students learn the content. Throughout the literature, multiple models for PCK have been described and used in a variety of contexts to frame research studies that focused on characterizing PCK and supporting instructors' development of PCK (72); many of these types of studies exist in chemistry education (73)(74)(75)(76)(77)(78)(79)(80)(81). More recently, an updated model of PCK has been presented, called the refined consensus model of PCK (82).…”

Section: Pedagogical Content Knowledgementioning

confidence: 99%

Research on Students' Understanding of Michaelis-Menten Kinetics and Enzyme Inhibition: Implications for Instruction and Learning

Rodriguez

Towns

2020

The Biophysicist

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ABSTRACT We report a summary of the results from an education research project that investigated student reasoning related to Michaelis-Menten enzyme kinetics and enzyme inhibition. We have previously discussed students' mathematical reasoning related to rate laws and reaction order, student conceptions of different types of enzyme inhibition (competitive, noncompetitive, and uncompetitive), and student understanding of representations used to describe enzyme kinetics (Michaelis-Menten graphs, Lineweaver-Burk plots, reaction schemes). In this paper, we bring together the different publications that resulted from this project to emphasize the implications for instruction gleaned from each study and discuss the additional insight provided by synthesizing the results across studies. For this work, the results from this project have been framed according to the refined consensus model of pedagogical content knowledge, a framework from science education that defines the knowledge and skills needed to transform content knowledge into teaching.

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Identifying pedagogical content knowledge (PCK) in the chemistry laboratory

Cited by 35 publications

References 22 publications

Pedagogical content knowledge in science education: perspectives and potential for progress

Pedagogical content knowledge in science education: perspectives and potential for progress

Laboratory Education in New Zealand

Research on Students' Understanding of Michaelis-Menten Kinetics and Enzyme Inhibition: Implications for Instruction and Learning

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