Content Analysis of Pre-Service Chemistry Teacher Education Research Based on the SSCI Journal of Chemistry Education Research and Practice
LIN Jia-Yi1, CHEN Kai1**, CHEN Bo2
1. School of Environmental Science, Nanjing Xiaozhuang University, Nanjing 211171, China;
2. School ofChemistry andChemical Engineering,NantongUniversity,Nantong 226019, China
Abstract The hotspots of international pre-service chemistry teacher education research can be used as reference for the development of pre-service chemistry teacher education in China. It takes 47 papers on Chemical Education Research and Practice in pre-service chemistry education research as the research object, analyzes it by content analysis method and bibliometrics, and compares it with the domestic research status. We find that the literature output is not high both domestic and foreign, and the relevant foreign research results have only begun to flourish in the past five years, but there is a big gap in the distribution of authors, research topics, and research paradigms. Specific performance: Foreign scholars pay attention to cross-professional, inter-school, and cross-border cooperation in pre-service chemistry teacher education; they tend to conduct surveys or tests from the perspective of students, based on evidence for students' learning and even teachers' teaching reform strategies. Foreign scholars are good at empirical research, which are different with the summary of experience the domestic research paradigms.
LIN Jia-Yi, CHEN Kai, CHEN Bo. Content Analysis of Pre-Service Chemistry Teacher Education Research Based on the SSCI Journal of Chemistry Education Research and Practice[J]. Chinese Journal of Chemical Education, 2020, 41(10): 98-104.
