Abstract The purpose of this research is to explore the cognition of “amount of substance” by high school chemistry teachers at different stages of development. The research focuses on two basic components of pedagogical content knowledge (PCK): (1)knowledge of students'understanding, (2) knowledge of instructional strategies and representation. Based on the PCK classroom observation scale and CoRe model, the PCK representation of novice-proficient-expert teachers on the topic of “amount of substance” is compared and analyzed. The results show that there are differences in PCK for chemistry teachers at different stages of development. Teachers' understanding of students' knowledge influences decision-making in teaching strategies and representation methods.
YANG Bei, SHI Hong-Xia. Representation of High School Chemistry Teachers' Pedagogical Content Knowledge of “Amount of Substance”at Different Stages of Development[J]. Chinese Journal of Chemical Education, 2021, 42(5): 54-65.
