Study on the PCK Level of High School Chemistry Novice Teachers
LI Yan-Ling1,2, GUO Ya-Li3, RUAN Bei3**
1. College of Education, Hebei Normal University, Shijiazhuang 050024, China;
2. College of Teacher Education, Hebei Normal University, Shijiazhuang 050024, China;
3. College of Chemistry and Material Science, Hebei Normal University, Shijiazhuang 050024, China
Abstract Based on the PCK quantitative assessment tool developed by Eriksson College in the United States, a questionnaire of the teaching theme “ion reaction” as the content carrier was designed, and the PCK level and typical characteristics of 32 high school chemistry novice teachers in Hebei Province were surveyed. The results showed that the overall PCK level and the level of each PCK dimension of high school chemistry novice teachers were at the “basic” stage, among which the KoC level was the best, the KoL level took second place, and the KoIS level was the worst. The ability level of novice teachers in each dimension was obviously unbalanced. There was no significant correlation among the three PCK dimensions for the specific theme of “ion reaction”. Aiming at the main problems and deficiencies existing in PCK of high school chemistry novice teachers, relevant suggestions were put forward which would provide reference for the rapid professional growth of novice chemistry teachers in senior high schools.
LI Yan-Ling, GUO Ya-Li, RUAN Bei. Study on the PCK Level of High School Chemistry Novice Teachers[J]. Chinese Journal of Chemical Education, 2021, 42(13): 60-66.
