Perceived relevance of tasks in organic chemistry by preservice chemistry teachers

Abstract

In this article the development, use and evaluation of tasks in organic chemistry is discussed. These tasks are designed following the concept of school-related content knowledge. In this study the perceived relevance of these new tasks by preservice chemistry teachers was evaluated. Of special interest was the question how new tasks should be designed to be perceived as relevant; are some features of the tasks more suitable than others? To answer all research questions a mixed methods study was conducted. To understand the students’ rating of the new tasks by using questionnaires, in addition focus group interviews were conducted. The suitability of these new tasks for use in written exams was also evaluated. The results show that the students perceived the tasks as relevant for their future profession if they included contents of the school curriculum, realistic situations and were personalized. They perceived the new tasks also as relevant for practicing skills in communication and explanations.

School-Related Content Knowledge in Organic Chemistry—How Does the Students’ Rating of Their Perceived Relevance of Tasks Differ between Bachelor and Master Studies?

“…16−19 The first two facets of the SRCK-construct were realized with contents in organic chemistry. 17 Contents of the first facet (knowledge of concepts) are for example the chemical bonding theories, structure−property relationships, functional groups, or reaction mechanisms. Contents of the second facet (knowledge of learning processes) are for example nature of science, research-based learning, or structural formulas.…”

“…The category SRCK was rated as being useful for teachers at school. 16 For the design of the tasks seven criteria can be considered, 17,18 with context being one of these criteria. Most tasks are situated in a context, as for example chemistry lessons at school (exams, experiments, talks, and presentations) or at university (problems with contents of lectures).…”

“…As the focus group interviews showed, the preservice teachers used their own learning biography to decide whether the content belongs to the school curriculum or not. 17 For us a new question arose: is there one school curriculum? In Germany, 16 federal states (Lander) decide which content is part of their school curriculum.…”

Training OC: A New Course Concept for Training the Application of Basic Concepts in Organic Chemistry

“…The SRCK is necessary for a deeper understanding of those contents that are relevant for teaching at school. First, tasks in organic chemistry in order to gain SRCK are developed, applied, and evaluated . Some of these tasks were also applied in the seminar for the preservice chemistry teachers.…”

“…First, tasks in organic chemistry in order to gain SRCK are developed, applied, and evaluated. 62 Some of these tasks were also applied in the seminar for the preservice chemistry teachers. The exam, however, is still identical for both groups of students.…”