Teaching Chemical Change Modeling to Tunisian Students: An ''Expanded Chemistry Triplet'' for Analyzing Teachers' Discourse

Autor/inn/en	Dumonn, Alain; Mzoughi-Khadhraoui, Imene
Titel	Teaching Chemical Change Modeling to Tunisian Students: An ''Expanded Chemistry Triplet'' for Analyzing Teachers' Discourse
Quelle	In: Chemistry Education Research and Practice, 15 (2014) 1, S.70-80 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c3rp00126a
Schlagwörter	Comparative Analysis; Discourse Analysis; Chemistry; Science Instruction; Foreign Countries; Teaching Methods; Scientific Concepts; Expertise; Teacher Education; Instructional Improvement; High School Students; Science Teachers; Classroom Communication; Teacher Student Relationship; Observation; Tunisia + Suchen Sie Ihr Suchwort? Diskursanalyse; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Expert appraisal; Lehrerausbildung; Lehrerbildung; Unterrichtsqualität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Beobachtung; Tunesien
Abstract	Through a comparative analysis of the chemical content of three teachers' discourse; we propose to give answers to the question: "how is the connection between the experiential level and the generally accepted representation of the three levels of chemistry presented by teachers to Tunisian students, during their first contact with chemical change modeling". We chose to perform the analysis using an "expanded chemistry triplet" to represent the different levels and their possible connections to the elements of knowledge taught. These elements of knowledge, called facets, included definitions, representations and rules used by the teachers to convey the meaning. While there was some difference in priorities between the three teachers with regard to teaching content, the connection between the experiential field and the three levels of representation of chemistry was only partially taught by all. It is the description, the interpretation and the representation of objects and events of the experiential field at the macroscopic level that are strongly in the majority. On the other hand, interest in the sub-microscopic level and clarification of the procedures to implement for the quantitative treatment of chemical reactions seems insufficient. The responsibility is thus left to the students to acquire a large amount of knowledge and expertise. These observations led us to formulate proposals for improving the teaching of chemical reactions and teacher training. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01