Empirical Study on PCK of High School Elite Chemistry Teachers: Hydrogen Evolution Corrosion and Oxygen Absorption Corrosion
DENG Feng1, DUAN Xun-Qi1,2, QIAN Yang-Yi1**, SHI Guang1, DONG Juan1,3
1. School of Chemistry, South China Normal University, Guangzhou 510006, China;
2. Sun Yat-sen Memorial Secondary School, Zhongshan 528454, China;
3. Guang Zhou No.41 Middle School, Guangzhou 510250, China
Abstract The PCK of “hydrogen corrosion and oxygen corrosion” of 46 high school elite chemistry teachers who participated in the “national training program” was investigated by using the localized content representation tool. The results showed that: (1) The PCK of elite teachers consisted of five interrelated components. Among them, knowledge of curriculum, knowledge of learners and knowledge of instructional strategies were relatively rich. Elite chemistry teachers could select subject-specific strategies for chemistry teaching; (2) Regarding orientation toward science teaching, elite chemistry teachers’ awareness of developing and evaluating students’ fundamental beliefs about chemistry and the core literacy in the classroom needed to be strengthened, and the degree of implementation of guiding students’ constructive learning needed to be improved; (3) As to knowledge of assessment, various approaches of assessment were suggested, whereas the formative assessment was not stressed by the teachers. Subsequently, suggestions for the chemistry teacher education in China and chemistry PCK research were provided.
DENG Feng, DUAN Xun-Qi, QIAN Yang-Yi, SHI Guang, DONG Juan. Empirical Study on PCK of High School Elite Chemistry Teachers: Hydrogen Evolution Corrosion and Oxygen Absorption Corrosion[J]. Chinese Journal of Chemical Education, 2020, 41(17): 72-78.
