Understanding How Chemistry Teachers Transform Stoichiometry Concepts at Secondary Level in Lesotho

Makhechane, Mamohato; Qhobela, Makomosela

doi:10.17159/0379-4350/2019/v72a9

Cited by 13 publications

(15 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The findings indicate that the taught lessons were predominantly teacher-centred and teacher-controlled. These results are consistent with previous studies such as Poti et al (2022) and Makhechane and Qhobela (2019). However, such teaching and learning environments may not effectively influence students' learning.…”

Section: Enactment Of Respiration Topic-specific Pedagogical Content ...supporting

confidence: 92%

“…The study found limited integration of TSPCK components (enactment of knowledge of conceptual teaching strategies). This result supports Makhechane and Qhobela (2019) who found that efforts to combine different teachers' knowledge areas were minimal. However, researchers have articulated the need for teachers to integrate the PCK components to successfully transform the content (Park & Chen, 2012).…”

Section: Enactment Of Respiration Topic-specific Pedagogical Content ...supporting

confidence: 86%

See 1 more Smart Citation

Improving Secondary School Biology Teachers’ Topic-Specific Pedagogical Content Knowledge: Evidence From Lesson Studies

Mapulanga

Ameyaw

Nshogoza

et al. 2023

JBSE

View full text Add to dashboard Cite

Since pedagogical content knowledge (PCK) influences the teaching-learning process, it has dominated research on teacher effectiveness. This case study explored teachers’ enacted topic-specific PCK (TSPCK) during the biology lesson study stages: planning, teaching, and reflecting. The enacted TSPCK in two video-recorded research lessons was analysed qualitatively. The results showed that the teacher enacted both high-order and low-order pedagogical actions in the enactment of the TSPCK on eight themes, namely: teaching strategies, classroom interactions, representations, curricular saliency, conceptual teaching strategies, students’ prior knowledge and misconceptions, and what makes teaching or learning difficult. The results also show that the teachers’ collective planned TSPCK was more developed than their personal TSPCK, indicating that participation in the lesson study improved the teachers’ TSPCK. The study is important as it shows how teachers enact their personal and collective TSPCK in respiration. It also demonstrates the potential of lesson study to improve teachers’ PCK through collaborative planning and reflection on taught lessons. The study recommends using lesson study to improve teachers’ enacted TSPCK in respiration, and biology as a whole. Keywords: enacted pedagogical content knowledge (ePCK), topic-specific pedagogical content knowledge (TSPCK), respiration, secondary school, lesson study

show abstract

Section: Enactment Of Respiration Topic-specific Pedagogical Content ...supporting

confidence: 92%

Section: Enactment Of Respiration Topic-specific Pedagogical Content ...supporting

confidence: 86%

Improving Secondary School Biology Teachers’ Topic-Specific Pedagogical Content Knowledge: Evidence From Lesson Studies

Mapulanga

Ameyaw

Nshogoza

et al. 2023

JBSE

View full text Add to dashboard Cite

show abstract

“…Lesson and classroom observation studies in poverty-stricken areas of South Africa, for example, those by Malcolm, Mavhunga, and Rollnick and Rollnick, Bennet, Rhemtula, Darsey, and Ndlovu, chronicle these constraints to promotion of conceptual stoichiometry SMK in teacher workshops and transfer to the classroom. Consistent with this, physical sciences teachers in developing countries, such as South Africa and its neighbor, Lesotho, have been shown to believe that pedagogical choices regarding stoichiometry are primarily to be dictated by examination guidelines rather than development of conceptual understanding. , …”

Section: Problem Statementmentioning

confidence: 88%

“…Consistent with this, physical sciences teachers in developing countries, such as South Africa and its neighbor, Lesotho, have been shown to believe that pedagogical choices regarding stoichiometry are primarily to be dictated by examination guidelines rather than development of conceptual understanding. 14,15 Such beliefs about the value of various types of SMK affect the feasibility of developing this SMK, 16 as do the quantity and quality of baseline SMK and ease and efficiency of development from that baseline. 4 Each of these factors is clearly contextually dependent.…”

Section: ■ Problem Statementmentioning

confidence: 99%

Influence of Context on Stoichiometry Conceptual and Algorithmic Subject Matter Knowledge among South African Physical Sciences Teachers

Stott

2020

J. Chem. Educ.

View full text Add to dashboard Cite

Teachers’ conceptual subject matter knowledge of stoichiometry is a global concern. Such knowledge is contextually dependent, as is the feasibility of attaining particular outcomes during in-service teacher education workshops. In an attempt to understand what is feasible in various contexts, I explore the relationships between South African physical sciences teachers’ environments, education, and teaching experience and their possession of, and ease with which they learn, various types of stoichiometry knowledge. This is done through the analysis of the pre- and posttest and biographical survey data obtained from 184 teachers who attended a two-day stoichiometry workshop. The findings suggest that teachers teaching in contexts of poverty, particularly when lacking a B.Sc. degree, show a particularly high preference for algorithmic over conceptual knowledge. The success with which the teachers in the sample learned facts about relationships between concepts during the two-day workshop suggests that such an approach could provide an entry point into currently less feasible conceptual learning. No correlation was found between extent of tertiary chemistry study and stoichiometry subject matter knowledge, even for teachers with a B.Sc. degree. Statistically significantly higher levels of stoichiometry knowledge were found for the following teacher groupings compared to their counterparts: teaching in a school serving a socioeconomically more advantaged community; having over three years’ teaching experience; possessing a B.Sc. degree. The suggestions derived for in-service teacher education targets are likely to have relevance in developing countries and in developed countries where considerable socioeconomic differences exist.

show abstract

“…Numerous researches underscored that stoichiometry is one of the most challenging topics for students across educational levels (Aydin-Gunbatar & Kalender, 2019; Gulacar et al, 2019; Lausin, 2020; Scott, 2020; Shadreck & Enunuwe, 2018). Stoichiometric problem-solving requires a sound conceptual understanding of the quantitative relationships, mole ratio, balanced chemical equations, limiting and excess reagents, and theoretical yield (Dahsah & Coll, 2013;Makhechane & Qhobela, 2019). Apart from conceptual understanding, this is also related to students' metacognition (Fabelico, 2014;Ijirana & Supriadi, 2018;Syahmani, 2015).…”

Section: Introductionmentioning

confidence: 99%

Collaborative Metacognitive Activities, Students’ Socially Motivated Metacognitive Experiences, and Stoichiometric Problem-Solving

Fabelico

2020

HSSR

View full text Add to dashboard Cite

Purpose of the study: This study investigates the effect of collaborative metacognitive activities (CMA) on students’ socially motivated metacognitive experiences (SMME) during stoichiometric problem-solving. Methodology: This descriptive research employed mixed methods. To document and analyze students’ CMA, dual coding process, discourse analysis, and social network analyses were used. There were 18 participants selected purposively and grouped homogeneously based on their academic ability. Main Findings: The findings revealed that CMA affects students’ SMME quantitatively in stoichiometric problem-solving across ability groups and chemistry tasks. Successful collaboration occurs when feedback requests and other monitoring responses on the assessment of understanding and strategy influences students’ estimates of solution correctness and feeling of satisfaction across ability groups and affects the feeling of difficulty across chemistry tasks. Applications of this study: This study will help teachers design student activities that could capitalize on the advantages of collaborative metacognitive activities to help students achieve successful collaboration during problem-solving activities not only in chemistry but also in the allied fields. Novelty/Originality of this study: This study explains clearly the relevance of CMA and SMME during stoichiometric problem-solving. Moreover, this study elucidated the mechanism of successful and unsuccessful collaboration used by the different groups of students in solving the algorithmic and conceptual chemistry tasks.

show abstract

Understanding How Chemistry Teachers Transform Stoichiometry Concepts at Secondary Level in Lesotho

Cited by 13 publications

References 20 publications

Improving Secondary School Biology Teachers’ Topic-Specific Pedagogical Content Knowledge: Evidence From Lesson Studies

Improving Secondary School Biology Teachers’ Topic-Specific Pedagogical Content Knowledge: Evidence From Lesson Studies

Influence of Context on Stoichiometry Conceptual and Algorithmic Subject Matter Knowledge among South African Physical Sciences Teachers

Collaborative Metacognitive Activities, Students’ Socially Motivated Metacognitive Experiences, and Stoichiometric Problem-Solving

Contact Info

Product

Resources

About