Abstract Through interviews and qualitative data analysis, this study examined six high school chemistry teachers' (3 novice and 3 proficient) the PCK of redox reaction. The results showed that: (1) Notable differences were observed between the novice and proficient teachers in their CTO, KoS and KoL. The novice teachers tended to adopt a “teacher-lecturing” orientation, demonstrate an insufficient understanding of students, and rely mostly on the strategy of drill practice. In comparison, the proficient teachers tended to prefer a “student-construction” orientation, express a more comprehensive understanding of students, and highlight the process of students' self-construction during their teaching. (2) Similarities were also recognized between the novice and proficient teachers in their KoC and KoA. Regarding KoC, these teachers showed a good understanding about the redox reaction topic presented in the curriculum standard and textbook, but their understandings about the fundamental beliefs and the core literacy of chemistry still needed to be improved. Regarding KoA, these teachers tended to rely on traditional methods, and focus mainly on the formative and summative assessments, but neglected the use of diagnostic assessment prior to the class. Suggestions for the chemistry teacher education in China and chemistry PCK research were also provided.
FENG Hong-Yi, DENG Feng, OU-YANG Xin-Yi, HUANG Wei-Yu, WANG Peng-Cheng, CHEN Zi-Cheng. Case Comparative Study on High School Novice and Proficient Chemistry Teachers' PCK of Oxidation-Reduction Reactions[J]. Chinese Journal of Chemical Education, 2021, 42(9): 53-58.
