Mathematical Knowledge for Teaching in Chemistry: Identifying Opportunities To Advance Instruction

Posey, Lynmarie A.; Bieda, Kristen N.; Mosley, Pamela L.; Fessler, Charles J.; Kuechle, Valentin A. B.

doi:10.1021/bk-2019-1316.ch009

Cited by 3 publications

(3 citation statements)

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“…Given that the refined consensus model of PCK clarifies the constructs that influence PCK and their relationships to one other, utilizing this framework to design future studies would be particularly productive to provide support for instructors and graduate teaching assistants. Indeed the PCK framework has been used in a variety of topics across chemistry education research; − however, the intention of this commentary is to draw attention to using the PCK framework during the dissemination phase of a study, not during the design phase. The way in which the refined consensus model of PCK outlines different types of knowledge that are useful for instructors readily lends itself to be used as a lens to help contextualize research in a way that is practical for the classroom.…”

Section: Rethinking the Role Of The Frameworkmentioning

confidence: 99%

Alternative Use for the Refined Consensus Model of Pedagogical Content Knowledge: Suggestions for Contextualizing Chemistry Education Research

Rodriguez

Towns

2019

J. Chem. Educ.

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The primary goal of chemistry education research should be to improve the teaching and learning of chemistry; however, in some cases, the implications of research are too abstract to readily apply to the classroom. In this commentary, we provide suggestions to help researchers contextualize their work for practitioners, asserting the utility of situating research using the framework outlined in the refined consensus model of pedagogical content knowledge, which describes the dynamic interactions among different knowledge bases as instructors engage in planning, teaching, and reflecting. Although it provides a productive avenue for research, the premise of this paper is not to advocate for more studies designed using this framework; rather, a suggestion is made to consult this framework during dissemination, that is, when considering the relevance of the results for practitioners.

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Section: Rethinking the Role Of The Frameworkmentioning

confidence: 99%

Alternative Use for the Refined Consensus Model of Pedagogical Content Knowledge: Suggestions for Contextualizing Chemistry Education Research

Rodriguez

Towns

2019

J. Chem. Educ.

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“…This approach to studying teaching practice is rooted in a cognitive paradigm that ''conceptualizes teaching largely in terms of [teachers'] mental life and focuses on teaching as a way of thinking with a particular set of specialized knowledge and cognitive processes'' (Russ et al, 2016). Within this tradition, scholars have examined teacher's knowledge, beliefs, identities, and goals in an attempt to get ''under the hood'' of teacher practice (e.g., Pajares, 1992;Abd-El-Khalick et al, 1998;Lederman, 1999;Loughran et al, 2004;Remillard, 2005;Avraamidou and Zembal-Saul, 2010;Orgill et al, 2015;Connor and Shultz, 2018;Kradtap Hartwell, 2019;Lutter et al, 2019;Posey et al, 2019;Connor et al, 2023). Further, scholars have similarly focused on instructors' attitudes, beliefs, and orientations toward teaching (e.g., Mutambuki and Fynewever, 2012;Towns, 2015Towns, , 2016Gibbons et al, 2018;Popova et al, 2020;Heidbrink and Weinrich, 2021;Vo et al, 2022).…”

Section: Literature Backgroundmentioning

confidence: 99%

Beliefs versus resources: a tale of two models of epistemology

DeGlopper

Russ

Sutar

et al. 2023

Chem. Educ. Res. Pract.

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Compelling evidence, from multiple levels of schooling, suggests that teachers’ knowledge and beliefs about knowledge, knowing, and learning (i.e., epistemologies) play a strong role in shaping their approaches to teaching and learning. Given the importance of epistemologies in science teaching, we as researchers must pay careful attention to how we model them in our work. That is, we must work to explicitly and cogently develop theoretical models of epistemology that account for the learning phenomena we observe in classrooms and other settings. Here, we use interpretation of instructor interview data to explore the constraints and affordances of two models of epistemology common in chemistry and science education scholarship: epistemological beliefs and epistemological resources. Epistemological beliefs are typically assumed to be stable across time and place and to lie somewhere on a continuum from “instructor-centered” (worse) to “student-centered” (better). By contrast, a resources model of epistemology contends that one's view on knowledge and knowing is compiled in-the-moment from small-grain units of cognition called resources. Thus, one's epistemology may change one moment to the next. Further, the resources model explicitly rejects the notion that there is one “best” epistemology, instead positing that different epistemologies are useful in different contexts. Using both epistemological models to infer instructors’ epistemologies from dialogue about their approaches to teaching and learning, we demonstrate that how one models epistemology impacts the kind of analyses possible as well as reasonable implications for supporting instructor learning. Adoption of a beliefs model enables claims about which instructors have “better” or “worse” beliefs and suggests the value of interventions aimed at shifting toward “better” beliefs. By contrast, modeling epistemology as in situ activation of resources enables us to explain observed instability in instructors’ views on knowing and learning, surface and describe potentially productive epistemological resources, and consider instructor learning as refining valuable intuition rather than “fixing” “wrong beliefs”.

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“…memecahkan masalah yang berkaitan dengan ilmu kimia yang mengandung angkaangka menjadi sangat menyulitkan bagi peserta didik (Cooke & Canelas, 2019). Kesulitan tersebut dirasakan karena selain diperlukan pemahaman konsep kimia, peserta didik juga dituntut memiliki kemampuan matematika dan mendeskripsikan hasil perhitungan tersebut ke dalam fakta-fakta kimia (Posey, et al, 2019) Pentingnya ilmu matematika dasar dalam menyelesaikan fakta-fakta kimia telah lama dipelajari. Penelitian tentang hal tersebut pertama kali diungkapkan oleh James J Bohning pada tahun 1982.…”

Section: Pendahuluanunclassified

Electronic Pocket Book of Algebra Concepts for Basic Chemistry Learning Stoichiometry Focus Subject

Setiawan

Sriwahyuni²

2021

JPMIPA

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Mathematical abilities are very important in building students' abilities in all aspects. Mathematical abilities are needed not only as numeracy skills but the ability to use mathematical logic in solving problems. Mathematical concepts are needed even for other scientific fields. This algebra concept electronic pocket book was created to help students during basic chemistry learning. The focus of the material chosen in basic chemistry learning is stoichiometry that applies algebraic concepts. This pocket book is useful for streamlining basic chemistry learning, especially on stoichiometry materials that use algebraic concepts in their operations. This algebra concept electronic pocket book has been tested on stoichiometric material. This book was tested on first semester students for basic chemistry courses.The test results on the first semester students showed a significance value of less than 0.05, which indicates that there was a difference in the average between group A and group B

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Mathematical Knowledge for Teaching in Chemistry: Identifying Opportunities To Advance Instruction

Cited by 3 publications

References 62 publications

Alternative Use for the Refined Consensus Model of Pedagogical Content Knowledge: Suggestions for Contextualizing Chemistry Education Research

Alternative Use for the Refined Consensus Model of Pedagogical Content Knowledge: Suggestions for Contextualizing Chemistry Education Research

Beliefs versus resources: a tale of two models of epistemology

Electronic Pocket Book of Algebra Concepts for Basic Chemistry Learning Stoichiometry Focus Subject

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