The influence of an intensive in‐service workshop on pedagogical content knowledge growth among novice chemical demonstrators

Abstract

This study examined the influence of an intensive chemical demonstration workshop on fostering pedagogical content knowledge growth among science teachers identified as novice chemical demonstrators. The two‐week summer workshop was designed around four training elements considered important to effective teacher in‐servicing: theory, modeling, practice, and feedback. Clinical interviews served to probe various aspects of novice demonstrators' pedagogical content knowledge prior to and after the workshop. The interview protocols were analyzed using the methods of taxonomic, componential, and theme analysis. Differences in pre‐ and postworkshop clinical interview responses suggested growth in novices' representational and adaptational repertoires for demonstrating fundamental topics in chemistry. This growth was reflected in the increased number of chemical demonstrations and demonstration variations on each of the target chemical concepts that the novice demonstrators discussed after the in‐service intervention. Their interview responses also suggested an increased awareness of the complexity of several chemical demonstrations, how these complexities could interfere with learning, and how simplified variations of the chemical demonstrations could promote science concept understanding. The research findings suggest that science teachers' pedagogical content knowledge in chemistry can be enhanced through intensive, short‐term in‐service programs.

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

“…SMK confers a good basis from which to develop: at a pragmatic level, one reason for becoming a teacher cited by many new entrants is the attraction of communicating their favourite subject to others. Where SMK is found to be weak, or in some way deficient, novice and experienced teachers' PCK benefits from interventions or other activities to facilitate changes (Sperandeo-Mineo, et al 2006; Jones, et al, 1999;Clermont et al, 1993). Second, classroom experience is crucial -studies (for example, Simmons et al, 1999;Geddis et al, 1993;Lederman et al, 1994) point to significant changes occurring in the early months and years of working as a teacher.…”

“…Studies reporting the impact of interventions comprising activities designed to help develop teaching skills include Clermont, Krajcik and Borko (1993). They showed that a two-week workshop impacted positively on skills of teachers who were novices at carrying out chemical demonstrations.…”

Opportunities to Learn for Teachers’ Self‐Efficacy and Enthusiasm

“…Accordingly, we are not able to infer about the intensity of the respective courses. We know from the literature that particularly intensive courses that cover a longer time period (like a summer school; [28]) impact on teachers and that the impact of courses that last only a few hours or one day is very limited (e.g., [107]). As our results support the assumption that the attendance in professional development represents an important learning opportunity, it would have been useful to know more about the setting of the courses.…”

“…The identification of opportunities to learn for teachers is one of the core aims in research on teachers' professional competence (e.g., [21]). This was investigated particularly for teachers' professional knowledge (e.g., [21,27,28]). Only few findings concerning teachers' motivational orientations exist (e.g., [29]).…”

Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance

“…Brunner et al, 2006;Clermont, Krajcik, & Borko, 1993). Several scholars examined the effectiveness of different formats of professional development courses.…”