Conference proceedings article
Contemporary Science In Chemistry Education In Germany



Publication Details
Authors:
Frevert, M.; Di Fuccia, D.
Editor:
The Clute Institute
Publisher:
The Clute Institute
Place:
Littleton
Publication year:
2017
Pages range:
147-1 - 147-10
Book title:
ISEC Conference Proceedings 2017
ISBN:
ISSN 1539-8757
eISBN:
ISSN 2157-9660
Languages:
English

Abstract


 The improvement of teachers´ professionalization is an important point of discussion in higher education.



Students who are going to be chemistry teachers in Germany often don´t study chemistry in such a depth that they get



in contact with real current research. This is advocated by the fact, that school curricula mostly seem to reflect the



status of chemical knowledge up to the 1950s. In contrast, research (Friedrichsen et al, 2009) shows that the higher



a teacher’s content knowledge is, the better his teaching skills are. Our project therefore focuses on developing and



evaluating a setting that brings chemistry teacher students in relation to today's research in chemistry. The main



research question of our empirical study in this context is: In which ways does the chemistry education students’



professionalism change if they are confronted with today's research?



To answer this question the study is developed on the theoretical basis of Shulman's concept of teacher



professionalization (Shulman, 1986), with a focus on Subject Matter Content Knowledge and Pedagogical Content



Knowledge, including a third dimension, that of Beliefs. Those three categories are examined under consideration of



the competence-orientated theory. (Baumert and Kunter, 2006).



This study follows a mixed methods approach of quantitative methods (questionnaires) and qualitative methods



(interviews, portfolio, videography) which are combined to allow the triangulation of data obtained. The research



design allows for the collection of data to be carried out six times within in a period of three years.



For the implementation of the project into the study program of our chemistry teacher students a special learning



environment was developed cooperatively with chemical researchers, as combining chemistry education with real, not



school oriented contemporary chemistry research is a new perspective in higher education in Germany. This setting,



as well as our evaluation tools and first results obtained will be presented in this article.




Keywords
chemistry education, Contemporary chemistry research, teacher professionalization


Projects


Last updated on 2019-25-07 at 10:23