Comparative Study of Pedagogical Content Knowledge Level Between Novice and Experienced Chemistry Teachers in Senior High Schools
LI Yan-Ling1,2, ZHANG Can3, 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 A self-made questionnaire concerning the theme of “chemical equilibrium” was designed. The Pedagogical Content Knowledge (PCK) of 79 high school chemistry novice teachers and 81 high school chemistry experienced teachers in Hebei Province were surveyed. Independent-samples t tests were performed to evaluate the deference of PCK between novice teachers and experienced teachers from the following five dimensions: content knowledge, curriculum knowledge, student knowledge, teaching strategy knowledge and evaluation knowledge. Based on the findings of this study, the causes for these differences of PCK were analyzed, and several relevant suggestions were given which would provide reference for the rapid professional growth of chemistry novice teachers in senior high schools.
LI Yan-Ling, ZHANG Can, RUAN Bei. Comparative Study of Pedagogical Content Knowledge Level Between Novice and Experienced Chemistry Teachers in Senior High Schools[J]. Chinese Journal of Chemical Education, 2022, 43(1): 96-104.
