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Coteaching with senior students – a way to refine teachers’ PCK for teaching chemical bonding in upper secondary school
School of Education, Humanities and Social Sciences, Halmstad University, Halmstad, Sweden.
School of Education, Humanities and Social Sciences, Halmstad University, Halmstad, Sweden.
2018 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, no 6, p. 688-706Article in journal (Refereed) Published
Abstract [en]

ABSTRACTDuring the last decade there has been on-going discussions about students’ declining interest and low achievement in science. One of the reasons suggested for this decline is that teachers and students have different frames of reference, whereby teachers sometimes communicate science in the classroom in a way that is not accessible to the students. There is a lack of research investigating the effects of coteaching with senior students in science in upper secondary schools. To improve teaching and to narrow the gap between teachers’ and students’ different frames of references, this study investigates how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers. The teacher and the two coteachers coplanned, cotaught and coevaluated lessons in chemical bonding in a grade 10 upper secondary class. Findings indicate that the coteachers contributed with their own learning experiences to help the teacher understand how students perceive difficult concepts. In such way, the coteachers were mediating between the teacher and the students, thus bridging the gap between the teacher and the students’ frames of references. The teachers’ PCK was refined which in turn lead to improved teaching strategies.

Place, publisher, year, edition, pages
Routledge, 2018. Vol. 40, no 6, p. 688-706
National Category
Learning
Identifiers
URN: urn:nbn:se:liu:diva-152777DOI: 10.1080/09500693.2018.1436792OAI: oai:DiVA.org:liu-152777DiVA, id: diva2:1264760
Available from: 2018-11-21 Created: 2018-11-21 Last updated: 2018-11-21Bibliographically approved
In thesis
1. Coteaching chemical bonding with Upper secondary senior students: A way to refine teachers PCK
Open this publication in new window or tab >>Coteaching chemical bonding with Upper secondary senior students: A way to refine teachers PCK
2018 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this study was to investigate how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers while teaching chemical bonding in a grade 10 Upper secondary class. The study has been conducted from a sociocultural perspective, especially Vygotsky’s zone of proximal development (ZPD) (Vygotsky, 1978). Other theoretical concepts and models that has framed this study are Shulman´s Pedagogical content knowledge (PCK) and Pedagogical reasoning and action model (Shulman, 1986, 1987). When analysing the data, Magnusson, Krajcik, and Borko´s (1999) model of PCK and the 2017 Refined consensus model of PCK (Carlson, Daehler, et al., in press) was used. Empirical data was collected by video- and audio recorded lessons, coreflection sessions, coplanning sessions and interviews. During 10 weeks, about 28 hours of video and audio recordings was collected. Selected parts of the material were transcribed and analysed in order to answer two questions: (1) How can chemistry teachers refine their PCK when coteaching together with senior students in an Upper secondary science class? (2) How do Upper secondary senior student coteachers´ conceptual knowledge of representations and chemical bonding shape a teacher’s foundation of personal PCK (pPCK) when teaching chemical bonding in an Upper secondary science class?

The results relating to research question one indicates that the coteachers contributed with their own learning experiences to help the teacher understand how students perceive difficult concepts. The coteachers were mediating between the teacher and the students, thus bridging the gap between the teacher and the students’ frames of references. The experienced chemistry teacher improved her understanding of students´ thinking about themselves as learners of chemical bonding. Regarding the second research question, the findings showed that the creative process of reconstructing concepts of chemical bonding in the coplanning sessions meant that these were a useful tool for developing new teaching strategies and to further develop representations such as drama to illustrate chemical bonding. Together, the teacher and student coteachers, constructed a new representation that better illustrated polar covalent bonding.

Taken together, these results provide important insights into how the chemistry teacher´s pPCK was refined and how the coteachers contributed to improve instructional strategies.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2018. p. 115
Series
Studies in Science and Technology Education, ISSN 1652-5051 ; 104
Keywords
Coteaching, pedagogical content knowledge, pck, chemical bonding, representations, chemistry education, chemistry didactic
National Category
Learning
Identifiers
urn:nbn:se:liu:diva-152778 (URN)10.3384/lic.diva-152778 (DOI)9789176852118 (ISBN)
Presentation
2018-09-19, Högskolan i Halmstad, Halmstad, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2018-11-21 Created: 2018-11-21 Last updated: 2018-11-22Bibliographically approved

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