School-Related Content Knowledge in Organic Chemistry—How Does the Students’ Rating of Their Perceived Relevance of Tasks Differ between Bachelor and Master Studies?
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Jolanda Hermanns [1] ; David Keller [1]
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[1] University of Potsdam
University of Potsdam
Kreisfreie Stadt Potsdam, Alemania
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 98, Nº 3, 2021, págs. 763-773
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
In this paper the development, use, and evaluation of tasks based on the construct of school-related content knowledge are described. The tasks were used in seminars on organic chemistry for bachelor and master preservice chemistry teachers at a German university. For the evaluation a questionnaire with open and closed items was used. The tasks were rated by the preservice chemistry teachers as relevant for their future profession as a chemistry teacher if the content of the tasks is part of the school curriculum. If the content does not belong to the school curriculum, they rated the nature of the tasks still as relevant; they seem to recognize the importance of conceptual knowledge for their future profession. However, the master’s preservice teachers argued with this conceptual knowledge more often than the bachelor’s preservice teachers. Although the study is cross-sectional, a certain shift from the focus on the content to conceptual knowledge from bachelor’s to master’s preservice teachers can be observed.
