Analyzing Teachers' Professional Knowledge, Use of Experiments in Chemistry Class, and Students' Achievement

• In Event: Roundtable Session 56
  In Roundtable Session: The Impact of Preservice and In-Service Teachers' Pedagogical Content Knowledge on Science Lesson Designs and Implementation

Abstract

Abstract
The aim of this study is to investigate the relation between teachers’ subject-specific knowledge (pedagogical content knowledge (PCK) of experiments and content knowledge (CK)), their acting in class and students’ learning outcome in chemistry. Teachers’ professional knowledge and students’ achievement are measured by paper-pencil tests. Furthermore, analyses of videotaped lessons will give information about teachers acting in class. Results indicate that students learning outcome are connected to their chemistry teachers’ PCK regarding the use of experiments. The results of the study will help to understand the relation between teachers’ knowledge and their acting in class. Furthermore, teacher trainings can be revised to improve the link between knowledge and acting.

Authors

• Martina Struebe, University of Duisburg-Essen

• Oliver Tepner, University of Duisburg-Essen

• Elke Sumfleth, University Duisburg - Essen