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NOTE FOR EDITOR: Reflective Approach In Teaching Pre-Degree Chemistry

Year 2009, Volume: 10 Issue: 2, 9 - 23, 01.06.2009

Abstract

The study is a component of a larger investigation that focuses on exemplary practice in chemistry education. This case study involves an investigation of a chemistry teacher in two years intermediate education in Vijayawada, Andhra Pradesh, India. The study utilized an interpretive methodology in which the questions emerged from intensive observations of chemistry lessons in classes taught by a teacher. The principal finding was that a teacher focused on teaching for understanding. Once teacher tended to emphasize whole-class activities while the other times he utilized more small-group and individualized activities. The teacher was successful in his goal of teaching for understanding because he was effective classroom manager and he had strong science content knowledge that enabled him to focus on instructional strategies that facilitated student understanding. He asked appropriate questions, responded to student questions, and used effective cognitive monitoring strategies. The teacher was able to teach effectively because he had adequate content knowledge and pedagogical content knowledge. Researcher adopted the method of action research to class room teaching where a classroom event triggers the process of reflection followed by critical analysis of the event which leads to change and subsequent reflection to observe that change and so on. He has taken two different texts to teach students. Out of two texts, one is explaining the metallurgy of Magnesium. In that case, he was successful as a teacher when he adopted comparative method of teaching metallurgy of Magnesium rather than the traditional method of teaching. The other one is explaining the properties of Hydrogen peroxide. In this case he was successful as a teacher by adopting discussion, interaction and discussion method.

References

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  • Rannikmae, M. (2001a). Operationalisation of Scientific and Technological Literacy in the Teaching of Science. PhD thesis. University of Tartu, Estonia.
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Year 2009, Volume: 10 Issue: 2, 9 - 23, 01.06.2009

Abstract

References

  • Aikenhead, G.S. (1997). Changes Need to Succeed Where We Previously Failed.
  • Anderson, R. D., Anderson, B. L., Varanka-Martin, M.A., Romagnano, L., Bielenberg, J., Flory, M., Miera, B. and Whitworth J. (1992). Issues of Curriculum Reform inScience, Mathematics and Higher Order Thinking Across the Disciplines. The Curriculum Reform Project, University of Colorado, USA.
  • Bell, B. (1998). Teacher Development in Science Education. International Handbook for Science Education. Part Two. Kluver Academic Publishers. p 681-693.
  • Bodner G. M. (1986). ―Constructivism: A Theory of Knowledge.‖ J. Chem.Ed., 63 (10) 873-878
  • Driver R. & Easley J, (1978) ―Pupils and Paradigms; a review of the literature related to concept development in adolescent science students.‖ Studies in Science Education, 5 61-84.
  • Driver R. Squires A. Rushworth P & Wood-Robinson V, Making Sense of Secondary Science: research into children‘s ideas. London, Routledge.
  • Hofstein, A. Carmini, M. Mamlok, R.. & Ben-Zvi, R. (2000). Developing Leadership Amongst High School Science teachers in Israel. NARST 2000: New Orleans. Conference Paper, 33p.
  • Holbrook, J. (1999). Assessing student achievement for Scientific and Technological Literacy (STL). Science Education International, Vol.10, No. 4, December.
  • Holbrook, J. (1998). Operationalising Scientific and Technological Literacy –a new approach to science teaching. Science Education International, Vol. 9, No 2, June.
  • Holbrook, J. (1996). The Role of Science Teacher Associations in Promoting Scientificand Technological Literacy. Science Education International. Vol. 7, No.1, March 1996, pp 5-10.
  • Holbrook, J. (1994). Scientific and Technological Literacy for All-The Role of Educators. Science Education International, Vol. 5, No. 3, September 1994, pp.10-16. Holbrook, J. & Rannikmae, M. (1999). Promoting scientific and technological literacy through the use of supplementary teaching materials. In K. Papp, Z.Varga, I.Csiszar, P. Sik (eds.) Proceedings of the International Conference on Science Education for the 21st Century. Szeged, Hungary; June 22-25.
  • Holbrook, J. and Rannikmae, M. (eds). (1997). Supplementary Teaching Materials - Promoting Scientific and Technological Literacy. Tartu, Estonia: ICASE. ICASE. 2003. The Way Forward: A framework for action document. ICASE2003, ―Increasing the relevance of Science and Technology Education for All in the 21st Century, Malaysia.
  • Krajcik, J: Mamlok, R. & Hug, B. (2001). Modern Content and the Enterprise of Science: Science Education for the Twentieth Century. In: Corno, L. (ed). Education Across A Century: The Centennial Volume. One Hundredth Yearbook of the National Society for the Study of Education, 205-237.
  • Osborne, J. & Collins, S. (2001). Pupil's views of the role and value of the science curriculum: a focus-group study. International Journal of Science Education, 23(5), 441-467.
  • Rannikmae, M. (2001a). Operationalisation of Scientific and Technological Literacy in the Teaching of Science. PhD thesis. University of Tartu, Estonia.
  • Rannikmae, M. (2001b). Guiding teacher development towards STL teaching: identifying factors affecting change. Science Education International, 12(3), 21-27.
  • Sjoberg, S. (2001). ROSE: The relevance of science education. A comparative and cooperative international study of the contents and contexts of science education. [Online] http://folk.uio.no/sveinsj/ROSE_files.htm
  • WCS. 1999. Science Agenda–Framework for Action, point 41. World Conference on Science, Budapest. UNESCO and ICSU.
  • Yager, E. R. & Weld, J. D. (2000). Scope, Sequence and Coordination: The Iowa project , an notional reform effort in the USA. International Journal of Science Education, Vol. 21, N.2 p.169-194.
  • Zoller, U. (1993). Are lecture and learning compatible? Maybe for LOCS: unlikely for HOCS. Journal of Chemical Education, 70, 195-197.
There are 20 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Venkateswara Rao This is me

Samrajya Lakshmı This is me

Andhra Pradesh This is me

Publication Date June 1, 2009
Submission Date February 27, 2015
Published in Issue Year 2009 Volume: 10 Issue: 2

Cite

APA Rao, V., Lakshmı, S., & Pradesh, A. (2009). NOTE FOR EDITOR: Reflective Approach In Teaching Pre-Degree Chemistry. Turkish Online Journal of Distance Education, 10(2), 9-23.