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  • 1.
    Bergqvist, Anna
    et al.
    Karlstad University, Faculty of Technology and Science.
    Drechsler, Michal
    Karlstad University, Faculty of Technology and Science.
    Representations of chemical bonding models used in school textbooks and by teachers2013Conference paper (Refereed)
  • 2.
    Bergqvist, Anna
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Drechsler, Michal
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Chang Rundgren, Shu-Nu
    Stockholm Univ, Dept Educ, S-10691 Stockholm, Sweden..
    Upper Secondary Teachers' Knowledge for Teaching Chemical Bonding Models2016In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, no 2, p. 298-318Article in journal (Refereed)
    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.

  • 3.
    Bergqvist, Anna
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Drechsler, Michal
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    De Jong, Onno
    Utrecht University, Netherlands .
    Chang Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Representations of chemical bonding models in school textbooks: Help or hindrance for understanding?2013In: 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)
    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.

  • 4.
    Drechsler, Michal
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Are Models used from a 'Nature of Science' Perspective?2010Conference paper (Refereed)
  • 5.
    Drechsler, Michal
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences (from 2013).
    Modeller i kemi2013In: Modeller, analogier och metaforer i naturvetenskapsundervisning / [ed] Fredrik Jeppsson & Jesper Haglund, Lund: Studentlitteratur AB, 2013, 1, p. 77-90Chapter in book (Other academic)
  • 6.
    Drechsler, Michal
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Models in chemistry education: A study of teaching and learning acids and bases in Swedish upper secondary schools2007Doctoral thesis, monograph (Other academic)
  • 7.
    Drechsler, Michal
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Relating course theory to school practice: a study of science student teachers learning2011Conference paper (Refereed)
  • 8.
    Drechsler, Michal
    Karlstad University, Faculty of Technology and Science.
    Relating course theory to school practice: a study of science student teachers learning2012Conference paper (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

  • 9.
    Drechsler, Michal
    Karlstad University, Faculty of Technology and Science.
    Syror och baser i gymnasieskolan2012In: Skola och naturvetenskap: - politik, praktik, problematik i belysning av ämnesdidaktisk forskning / [ed] Helge Strömdahl & Lena Tibell, Lund, 2012Chapter in book (Other academic)
  • 10.
    Drechsler, Michal
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Teachers' perceptions of the teaching of acids and bases in Swedish upper secondary schools2008Conference paper (Refereed)
  • 11.
    Drechsler, Michal
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Textbooks', Teachers', and Students' Understanding of Acid-Base Models2005Conference paper (Refereed)
  • 12.
    Drechsler, Michal
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Textbooks', teachers', and students' understanding of models used to explain acid-base reactions2005Licentiate thesis, monograph (Other academic)
  • 13.
    Drechsler, Michal
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Textbooks', teachers', and students' understanding of models used to explain acid-base reactions2004Conference paper (Other (popular science, discussion, etc.))
  • 14.
    Drechsler, Michal
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    The teaching and learning of acids and bases in Swedish upper secondary school2008Conference paper (Refereed)
  • 15.
    Drechsler, Michal
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Bergqvist, Anna
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    de Jong, Onno
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    The case of chemical bonding models: Teachers' knowledge and textbooks' influences2010Conference paper (Refereed)
  • 16.
    Drechsler, Michal
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Henriksson, D.
    Wiberg, K.
    Computerised automatisation of magnesium and calcium analysis in water using a highly sensitive cheap mini-spectrometer based on high intensive LED's1999Conference paper (Other (popular science, discussion, etc.))
  • 17.
    Drechsler, Michal
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Schmidt, Hans-Jürgen
    Textbooks' and teachers' understanding of acid-base models used in chemistry teaching2005In: Chemistry Education: Research and Practice, 2005, 6(1), 19-35Article in journal (Refereed)
  • 18.
    Drechsler, Michal
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Schmidt, Hans-Jürgen
    Textbooks’ and teachers’ understanding of acid-base models used in chemistry teaching2005In: Chemistry education, ISSN 1109-4028, E-ISSN 1109-4028, Vol. 6, no 1, p. 19-39Article in journal (Refereed)
  • 19.
    Drechsler, Michal
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Schmidt, H.-J.
    Schoolbooks´ and teachers´ awareness of chemists´ acid-base theories2003Conference paper (Other (popular science, discussion, etc.))
  • 20.
    Drechsler, Michal
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Schmidt, H.-J.
    Schoolbooks' and teachers' awareness of different acid-base models used in chemistry teaching2004Conference paper (Refereed)
  • 21.
    Drechsler, Michal
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Schmidt, H.-J.
    Två skandinaviska forskares syn på syror och baser. Vem tror eleverna på?2004Conference paper (Other (popular science, discussion, etc.))
  • 22.
    Drechsler, Michal
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Schmidt, H.-J.
    Upper Secondary School Students' Understanding of Models Used in Chemistry to Define Acids and Bases2005In: Science Education International. 16 (1), (2005) 39-54Article in journal (Refereed)
  • 23.
    Drechsler, Michal
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Van Driel, J. H.
    Experienced Swedish science teachers' Pedagogical Content Knowledge of teaching acids-base chemistry2007Conference paper (Refereed)
  • 24.
    Drechsler, Michal
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Van Driel, J. H.
    Experienced Teachers' pedagogical content knowledge of teaching acid-base chemistry2006Conference paper (Refereed)
  • 25.
    Drechsler, Michal
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Van Driel, J. H.
    Experienced Teachers' pedagogical content knowledge of teaching acid-base chemistry2006Conference paper (Other academic)
  • 26.
    Drechsler, Michal
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Van Driel, J. H.
    Teaching acids and bases in Swedish upper secondary schools2008Conference paper (Refereed)
  • 27.
    Drechsler, Michal
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Van Driel, Jan
    ICLON, Leiden University, Graduate School of Teaching, The Netherlands.
    Experienced teachers' pedagogical content knowledge of teaching acid-base chemistry2008In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 38, no 5, p. 611-631Article in journal (Refereed)
    Abstract [en]

    We investigated the pedagogical content knowledge (PCK) of nine experienced chemistry teachers. The teachers took part in a teacher training course on students’ difficulties and the use of models in teaching acid–base chemistry, electrochemistry, and redox reactions. Two years after the course, the teachers were interviewed about their PCK of (1) students’ difficulties in understanding acid–base chemistry and (2) models of acids and bases in their teaching practice. In the interviews, the teachers were asked to comment on authentic student responses collected in a previous study that included student interviews about their understanding of acids and bases. Further, the teachers drew story-lines representing their level of satisfaction with their acid–base teaching. The results show that, although all teachers recognised some of the students’ difficulties as confusion between models, only a few chose to emphasise the different models of acids and bases. Most of the teachers thought it was sufficient to distinguish clearly between the phenomenological level and the particle level. The ways the teachers reflected on their teaching, in order to improve it, also differed. Some teachers reflected more on students’ difficulties; others were more concerned about their own performance. Implications for chemistry (teacher) education are discussed.

  • 28.
    Drechsler, Michal
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Van Driel, Jan
    ICLON, Leiden University, Graduate School of Teaching, The Netherlands.
    Teachers’ knowledge and beliefs about the teaching of acids and bases in Swedish upper secondary schoolsManuscript (preprint) (Other academic)
  • 29.
    Drechsler, Michal
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    van Driel, Jan
    Teachers perceptions of the teaching of acids and bases in Swedish upper secondary schools2009In: Chemistry education, ISSN 1109-4028, E-ISSN 1109-4028, Vol. 10, no 2, p. 86-96Article in journal (Refereed)
  • 30.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Drechsler, Michal
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Are Biology and Chemistry Models used from a 'Nature of Science' Perspective?: An analysis of Swedish Textbooks2006Conference paper (Refereed)
  • 31.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Drechsler, Michal
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Teachers' use of textbooks – A comparative study of discipline bound differences2013Conference paper (Refereed)
  • 32.
    Lunde, Torodd
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Chang Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Drechsler, Michal
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Exploring the negotiation of the meaning of laboratory work in a continuous professional development program for lower secondary teachers2016In: The Electronic Journal of Science Education, ISSN 1087-3430, Vol. 20, no 8, p. 28-48Article in journal (Refereed)
  • 33.
    Lunde, Torodd
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Chang Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Drechsler, Michal
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Negotiating the meaning of laboratory work work adressing inquiry-based science teaching2014Conference paper (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.

1 - 33 of 33
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