Comparative Study of Knowledge of Instructional Strategies Among Novice, Proficient and Expert Chemistry Teachers in Senior High Schools
LI Yan-Ling1,2, ZHAO Qian2, 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 In the present study, a self-made questionnaire concerning the theme of “primary battery” was designed. The knowledge of instructional strategies (KoIS) of 95 in-service high school chemistry teachers in Hebei province were surveyed. Using single factor analysis of variance and multiple comparison LSD, the deferences and performance characteristics of KoIS between novice, proficient and expert teachers were compared and analyzed from the following five dimensions: selection, application, adjustment, feedback and evaluation of teaching strategies and representations. Based on the findings of this study, several relevant suggestions were given which would provide reference for promoting the rapid improvement of high school chemistry teachers' KoIS level.
LI Yan-Ling, ZHAO Qian, RUAN Bei. Comparative Study of Knowledge of Instructional Strategies Among Novice, Proficient and Expert Chemistry Teachers in Senior High Schools[J]. Chinese Journal of Chemical Education, 2022, 43(21): 93-100.
