Study on PCK Level of Full-Time Master of Chemistry Education
LI Chuan1, ZHANG Ying-Ying2,3, LI Yan-Ling1**, LIU Jing-Hua1
1. School of Teacher Education, Hebei Normal University, Shijiazhuang 050024, China;
2. Yuying School, Yunhe District, Cangzhou 061000, China;
3. College of Chemistry and Material Science, Hebei Normal University, Shijiazhuang 050024, China
Abstract Based on the PCK measurement tool developed by Eriksson College in the United States, 37 full-time masters of chemistry education (FMOCE) were surveyed to answer 9 open-ended questions after watching a teaching full fragments about the concept of ionization in the first class of ionic reaction. The survey results showed that the overall PCK level and every dimension level of FMOCE was at “basic” stage, with the best performance in the knowledge of teaching content, and the slightly worse in the knowledge of student and the knowledge of teaching strategy, and the performance in the ability activities such as grasping the conceptual relationship and adjusting teaching strategies needed to be developed. In response to the study’s findings, combined with the professional attributes and the problems in the FMOCE training process, we put forward 3 suggestions: constructing “teacher professional learning community” to intervene the improvement of PCK structure of FMOCE; relying on the situation function in teaching cases to help FMOCE to construct the depth of PCK; carrying out teaching practice through research reflection to promote the PCK upward spiral.
LI Chuan, ZHANG Ying-Ying, LI Yan-Ling, LIU Jing-Hua. Study on PCK Level of Full-Time Master of Chemistry Education[J]. Chinese Journal of Chemical Education, 2020, 41(14): 58-65.
