What Sequence do we Follow in Teaching Concepts in Chemistry? A Study of High School Physical Science Teachers’ PCK

Abstract

The purpose of this study was to explore whether chemistry lesson sequences can indicate the level of teachers’ pedagogical content knowledge (PCK). The sequencing of lessons for teaching chemical bonding is taken as the case for this study. The correct sequencing of concepts in teaching chemical bonding is key to learners’ conceptual understanding of the topic. The study was located within an interpretive paradigm and employs content representations (CoRes) as an analytical tool. To understand the motivation for and the nature of teachers’ lesson sequences, one-on-one semi-structured interviews were conducted with 11 teachers who had previously participated in a questionnaire survey (n = 227). To gain insight into teachers’ knowledge of teaching chemical bonding, the interview protocol included questions on steps teachers take when preparing to teach the topic, the order in which sub-topics are scheduled and the effect of learner difficulties on lesson sequencing. The findings indicate that lesson sequences can give insights into the nature of high school teachers’ chemistry knowledge. Results of one-way analysis of variance of the questionnaire responses showed that the location and resourcing of the school have an impact on whether teachers use teaching sequences prescribed by the textbook.

Keywords:

• Content representations (CoRes); pedagogical content knowledge (PCK); Topic specific professional knowledge (TSPK); chemical bonding; lesson sequences