Journal article
Outcomes of a chemistry content professional learning session: Teachers' perspectives
Teaching Science, Vol.63(2), pp.42-47
2017
Abstract
The national curriculum for chemistry includes topics that have not previously been taught at secondary level. In response to requests for teacher professional learning (PL) covering these topics, a course called 'Divide and Analyse' was developed. Investigations into the PL needs of chemistry teachers were carried out in conjunction with the pilot session. Pre- and post-PL survey responses and focus group discussions provided a wealth of information about the needs of chemistry teachers and how university chemists can support them. Three themes of support for chemistry teaching were identified: resources for chemistry teaching, content PL for chemistry teachers and enrichment excursions/incursions for school students. Teachers explained that this type of support may contribute to making the study of chemistry more interesting and relevant for their students. A partnership between chemistry teachers and university chemists can facilitate the provision of the identified support for chemistry teaching. It was concluded that a community of practice partnership had developed from the Divide and Analyse PL. A model that brings together the major findings of the study is proposed.
Details
- Title
- Outcomes of a chemistry content professional learning session: Teachers' perspectives
- Authors/Creators
- C. Rowen (Author/Creator)A. Woods-McConney (Author/Creator)L. Hughes (Author/Creator)D.W. Laird (Author/Creator)
- Publication Details
- Teaching Science, Vol.63(2), pp.42-47
- Publisher
- Australian Science Teachers Association.
- Identifiers
- 991005541034607891
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
- Publisher URL
- https://asta.edu.au/resources/teachingscience
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