Misalignment of Chemistry Lecturers' Perception of Integrating Critical Thinking Into Teaching and Their Practices

• In Event: Poster Session 2
  In Poster Session: Science Teaching and Learning SIG Poster Session 2

Abstract

This paper reports on the mismatches and misalignment of three New Zealand chemistry lectures’ conceptions about integrating critical thinking into teaching and how these related to their teaching practices. A case study method was employed. Interviews and observations provided data that were analysed using a cross-case thematic approach. The study identified and described each lecturers’ conceptions about teaching chemistry as well as the system enablers or constraints that influenced how these were implemented.

Authors

• Yetunde Kolajo, Flinders University

• Lindsey N. Conner, Flinders University

• Martin Westwell, Flinders University