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Drechsler, Michal
Publications (10 of 33) Show all publications
Lunde, T., Chang Rundgren, S.-N. & Drechsler, M. (2016). Exploring the negotiation of the meaning of laboratory work in a continuous professional development program for lower secondary teachers. The Electronic Journal of Science Education, 20(8), 28-48
Open this publication in new window or tab >>Exploring the negotiation of the meaning of laboratory work in a continuous professional development program for lower secondary teachers
2016 (English)In: The Electronic Journal of Science Education, ISSN 1087-3430, Vol. 20, no 8, p. 28-48Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Southwestern University, 2016
Keywords
laboratory work, inquiry-based science teaching, negotiation, continuous professional development
National Category
Didactics
Identifiers
urn:nbn:se:kau:diva-33298 (URN)
Available from: 2014-08-01 Created: 2014-08-01 Last updated: 2017-12-06Bibliographically approved
Bergqvist, A., Drechsler, M. & Chang Rundgren, S.-N. (2016). Upper Secondary Teachers' Knowledge for Teaching Chemical Bonding Models. International Journal of Science Education, 38(2), 298-318
Open this publication in new window or tab >>Upper Secondary Teachers' Knowledge for Teaching Chemical Bonding Models
2016 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, no 2, p. 298-318Article in journal (Refereed) Published
Abstract [en]

Researchers have shown a growing interest in science teachers' professional knowledge in recent decades. The article focuses on how chemistry teachers impart chemical bonding, one of the most important topics covered in upper secondary school chemistry courses. Chemical bonding is primarily taught using models, which are key for understanding science. However, many studies have determined that the use of models in science education can contribute to students' difficulties understanding the topic, and that students generally find chemical bonding a challenging topic. The aim of this study is to investigate teachers' knowledge of teaching chemical bonding. The study focuses on three essential components of pedagogical content knowledge (PCK): (1) the students' understanding, (2) representations, and (3) instructional strategies. We analyzed lesson plans about chemical bonding generated by 10 chemistry teachers with whom we also conducted semi-structured interviews about their teaching. Our results revealed that the teachers were generally unaware of how the representations of models they used affected student comprehension. The teachers had trouble specifying students' difficulties in understanding. Moreover, most of the instructional strategies described were generic and insufficient for promoting student understanding. Additionally, the teachers' rationale for choosing a specific representation or activity was seldom directed at addressing students' understanding. Our results indicate that both PCK components require improvement, and suggest that the two components should be connected. Implications for the professional development of pre-service and in-service teachers are discussed.

Keywords
Chemical bonding, Pedagogical content knowledge, Students' understanding, Chemistry education, Models
National Category
Educational Sciences Chemical Sciences
Research subject
Chemistry
Identifiers
urn:nbn:se:kau:diva-41681 (URN)10.1080/09500693.2015.1125034 (DOI)000372095200007 ()
Available from: 2016-04-13 Created: 2016-04-13 Last updated: 2017-12-06Bibliographically approved
Lunde, T., Chang Rundgren, S.-N. & Drechsler, M. (2014). Negotiating the meaning of laboratory work work adressing inquiry-based science teaching. In: : . Paper presented at Nordic reseach symposium on science education (NFSUN)2014,: Inquiry-based science education in technology-rich environments: jun 4-6, Helsinki, Finland.
Open this publication in new window or tab >>Negotiating the meaning of laboratory work work adressing inquiry-based science teaching
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Abstract The purpose of this study is to explore teachers’ negotiation process between the key ideas of laboratory work existing in the Swedish teaching tradition and of inquiry-based science teaching discussed in the international literature. The participants were 15 lower secondary teachers who joined an in-service teacher training program. Two times of group reflections were audio recorded and one focused group interview were collected as data resources. The preliminary result, based on two groups of six teachers, indicated that the negotiation process turned out very differently in different groups dependent on how the participant challenged themselves and negotiated with each other. The reflections concerning the awareness of different purposes on doing laboratory work for science teaching and learning were successful reached in one of the groups, while limited for the other one, , even though they were developing similar teaching activities during the program. The implication to inquiry-based science teaching for teacher training is presented.

Keywords
laboratory work, inquiry-based, negotiation, lower secondary, teacher training
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-33737 (URN)
Conference
Nordic reseach symposium on science education (NFSUN)2014,: Inquiry-based science education in technology-rich environments: jun 4-6, Helsinki, Finland
Available from: 2014-09-17 Created: 2014-09-17 Last updated: 2017-12-06Bibliographically approved
Drechsler, M. (2013). Modeller i kemi (1ed.). In: Fredrik Jeppsson & Jesper Haglund (Ed.), Modeller, analogier och metaforer i naturvetenskapsundervisning: (pp. 77-90). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Modeller i kemi
2013 (Swedish)In: Modeller, analogier och metaforer i naturvetenskapsundervisning / [ed] Fredrik Jeppsson & Jesper Haglund, Lund: Studentlitteratur AB, 2013, 1, p. 77-90Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2013 Edition: 1
National Category
Natural Sciences
Research subject
Chemistry; Chemistry
Identifiers
urn:nbn:se:kau:diva-45561 (URN)978-91-44-09000-9 (ISBN)
Available from: 2016-08-31 Created: 2016-08-31 Last updated: 2019-10-14Bibliographically approved
Bergqvist, A., Drechsler, M., De Jong, O. & Chang Rundgren, S.-N. (2013). Representations of chemical bonding models in school textbooks: Help or hindrance for understanding?. Chemistry education, 14, 589-606
Open this publication in new window or tab >>Representations of chemical bonding models in school textbooks: Help or hindrance for understanding?
2013 (English)In: Chemistry education, ISSN 1109-4028, E-ISSN 1109-4028, Chemistry Education Research and Practice, ISSN 1109-4028, Vol. 14, p. 589-606Article in journal (Refereed) Published
Abstract [en]

Models play an important and central role in science as well as in science education. Chemical bonding is one of the most important topics at upper secondary school chemistry, and this topic is dominated by the use of models. In the past decade, research has shown that chemical bonding is a topic that students find difficult, and therefore, a wide range of alternative conceptions are developed by students. This study focuses on analyzing the models of chemical bonding in chemistry textbooks at upper secondary level and aims to investigate the content of chemical bonding presented in chemistry textbooks with respect to students’ learning difficulties (alternative conceptions and difficulties in understanding). Chapters concerning chemical bonding in five chemistry textbooks at upper secondary level in Sweden were analyzed. The results showed that the models of chemical bonding represented in the school textbooks might cause students’ alternative conceptions and difficulties in understanding chemical bonding, which matched the findings found by other recent studies. Implications for textbooks’ authors and teachers are addressed.

Place, publisher, year, edition, pages
London, UK: RSC Publishing, 2013
Keywords
models in teaching; textbook analysis; chemical bonding; students’ learning difficulties; representations of models
National Category
Chemical Sciences
Research subject
Chemistry
Identifiers
urn:nbn:se:kau:diva-15366 (URN)10.1039/C3RP20159G (DOI)000325570900020 ()
Available from: 2012-10-30 Created: 2012-10-30 Last updated: 2017-12-07Bibliographically approved
Bergqvist, A. & Drechsler, M. (2013). Representations of chemical bonding models used in school textbooks and by teachers. In: : . Paper presented at The European Science Education Research Association Conference (ESERA 13), Nicosia, Cyprus, September 2-7 2013.
Open this publication in new window or tab >>Representations of chemical bonding models used in school textbooks and by teachers
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Natural Sciences
Identifiers
urn:nbn:se:kau:diva-29618 (URN)
Conference
The European Science Education Research Association Conference (ESERA 13), Nicosia, Cyprus, September 2-7 2013
Available from: 2013-10-18 Created: 2013-10-18 Last updated: 2013-11-07Bibliographically approved
Gericke, N. & Drechsler, M. (2013). Teachers' use of textbooks – A comparative study of discipline bound differences. In: : . Paper presented at The 4th World Science and Technology Education conference in Borneo, 29 sep-3 oct Malaysia.
Open this publication in new window or tab >>Teachers' use of textbooks – A comparative study of discipline bound differences
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-30208 (URN)
Conference
The 4th World Science and Technology Education conference in Borneo, 29 sep-3 oct Malaysia
Available from: 2013-11-25 Created: 2013-11-25 Last updated: 2018-06-04Bibliographically approved
Drechsler, M. (2012). Relating course theory to school practice: a study of science student teachers learning. In: : . Paper presented at ECRICE 2012.
Open this publication in new window or tab >>Relating course theory to school practice: a study of science student teachers learning
2012 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

The relationship between theory taught at teacher training courses and school practice is an important issue in teacher education. From research, however, we know that this relationship is often quite weak and always not very clear (de Jong 2005). The aim for this study is to clarify this relationship and to contribute to enhance the relationship between courses and practice.

The study focus on 25 science student teacher's participating in short (1½ year) teacher training program in our University. The students had completed their subject studies earlier, perhaps in another education program, and by adding this course they would be qualified secondary teachers.  Since the students already achieved their subject matter knowledge (SMK), the focus of the course is general pedagogy (PK) and science education in order to increase the students' pedagogical content knowledge (PCK). "PCK is involved in knowing what knowledge is relevant, Re-constructing the knowledge in pedagogically appropriate ways, and re-presenting the knowledge in ways that effectively mediate the learning of all students." (Tobin & McRobbie 1999). Within the course several periods of teaching practice is included. In their practice the students should become aware of critical events in the classroom. A critical event is a specific situation in a lesson that is critical or significant for the student, and evokes their concerns, questions or needs for support for learning how to teach science (Tripp 1993). Critical Incidents has been used successfully to help student teacher focus on the problematic nature of teaching (Nott & Wellington 1995; Griffin 1993; de Jong 2009). In self reflection and discussions with peers and educators about these incidents, student teachers might explicit their concerns for teaching and needs for learning (de Jong 2000).

General research question: To what extent does the Teacher education course help student teachers to overcome these concerns and to fulfil their needs for learning?

The method used is teacher student self reporting about their lesson observations and/or about their teaching in terms of:

a)      Critical events

b)      Evoked concerns

c)       Needs for learning

In the report, a critical event should deal with teaching and learning specific science topics, no general issues like 'law and order' in the classroom. In addition, two workshops were included in the data collection were the students discussions about their experiences were recorded.

The Teacher students expressed that they felt comfortable with their Subject Matter Knowledge (SMK), however, they expressed needs for teaching strategies for i) explaining difficult concepts but also for ii) motivating and enthusiasm their pupils. They were also surprised over some of the pupils' preconceptions and difficulties. Knowledge of teaching strategies and students' difficulties are the two major parts of Pedagogical Content Knowledge (PCK) i.e., the knowledge of how to transform scientific knowledge to a form appreciated by the learners. Further, some students asked for all set lectures, explanations and arguments for motivation. These statements might indicate that the teacher students weren't so comfortable with their SMK as they felt.  The critical incidents found in this study are quite similar to what other studies have found.  Regarding 'concerns 'and 'needs' the students show a lack of self criticism. This has also been reported by de Jong & Van Driel (1999).  Further, from the 'concerns' we can see that the students have some insight of deficiencies in the course but from 'needs' we can conclude that students prefer to be 'feed' from the teacher education program. Deeper reflections in several steps were also lacking, which are crusial in order to initiate development od PCK (Nilsson 2008).

De Jong, O. (2000), The Teacher Trainer as Researcher: Exploring the initial pedagogical content concerns of prospective science teachers, European Journal of Teacher Education, Volume 23, Issue 2, 2000

De Jong, O. (2005), Research and teaching practice in chemical education: Living apart or together?, Chemical Education International, Vol. 6, No. 1, 2005

De Jong, O. (2009). Supporting innovations in chemistry teacher education: the Critical Incident Method. In M. Bilek (Ed.). Research, Theory and Practice in Chemistry Education (pp. 342-352). Hradec Kralove: Gaudeamus Publishers.

de Jong, O. & van Driel, J.H. (1999), Prospective Teachers' Concerns about Teaching Chemistry Topics at a Macro-Micro-Symbolic Interface, Paper presented at the 72nd Annual Meeting of the National Association for Research in Science Teaching, Boston

Griffin, M.L. (2003), Using critical incidents to promote and assess reflective thinking in preservice teachers, Reflective Practice, 4 (2003), pp. 207–220

Nilsson, P. (2008), Teaching for Understanding: The complex nature of pedagogical content knowledge in pre‐service education, International Journal of Science Education, Volume 30, Issue 10, 2008

Nott, M. and Wellington, J.(1995), Critical incidents in the science classroom and the nature of science, School Science Review, 76 (1995), pp. 41–46

Tobbin, K. & McRobbie, C.J.,(1999). Nature, sources and development of pedagogical content knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp.95-132). Dordrecht: Kluwer Academic Publishers.

Tripp, D. (1993). Critical incidents in teaching. Developing professional judgement. London: Routledge.

Van Driel, J.H., De Jong, O. & Verloop, N. (2002), The Development of Preservice Chemistry Teachers' Pedagogical Content Knowledge, Science Education, v86 n4 p572-90

National Category
Natural Sciences Pedagogy Chemical Sciences
Identifiers
urn:nbn:se:kau:diva-29623 (URN)
Conference
ECRICE 2012
Available from: 2013-10-18 Created: 2013-10-18 Last updated: 2018-07-19Bibliographically approved
Drechsler, M. (2012). Syror och baser i gymnasieskolan. In: Helge Strömdahl & Lena Tibell (Ed.), Skola och naturvetenskap: - politik, praktik, problematik i belysning av ämnesdidaktisk forskning. Lund
Open this publication in new window or tab >>Syror och baser i gymnasieskolan
2012 (Swedish)In: Skola och naturvetenskap: - politik, praktik, problematik i belysning av ämnesdidaktisk forskning / [ed] Helge Strömdahl & Lena Tibell, Lund, 2012Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: , 2012
National Category
Zoology Didactics Botany
Identifiers
urn:nbn:se:kau:diva-29620 (URN)978-91-44-08165-6 (ISBN)
Available from: 2013-10-18 Created: 2013-10-18 Last updated: 2018-07-17Bibliographically approved
Drechsler, M. (2011). Relating course theory to school practice: a study of science student teachers learning. Paper presented at NOFA 2011. Paper presented at NOFA 2011. Karlstad Sweden
Open this publication in new window or tab >>Relating course theory to school practice: a study of science student teachers learning
2011 (English)Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Karlstad Sweden: , 2011
Keywords
Subject Didactics
National Category
Chemical Sciences
Research subject
Chemistry
Identifiers
urn:nbn:se:kau:diva-10886 (URN)
Conference
NOFA 2011
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2013-06-12Bibliographically approved
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