Pedagogical chemistry sensemaking: a novel conceptual framework to facilitate pedagogical sensemaking in model-based lesson planning
Pedagogical chemistry sensemaking: a novel conceptual framework to facilitate pedagogical sensemaking in model-based lesson planning
复制标题
教学化学意义建构：一种新颖的概念框架，可促进基于模型的课程规划中的教学意义建构
DOI：
10.1039/d1rp00282a
复制
发表时间：
2022
影响因子：
3
通讯作者：
Yezierski, Ellen J.
中科院分区：
文献类型：
--
作者：
Wu, Meng-Yang M.;Yezierski, Ellen J.
研究人员通常识别和表征教师的知识基础（例如，教学内容知识和主题知识），以努力改进制定的教学策略。正如精炼共识模型（RCM）所示，理解教师学习，信念和实践是基于这些知识基础的相互联系。然而，课程规划（定义为主题知识的转化为制定教学内容的知识）仍然是探索不足，尽管它在区域协调机制的中心地位。我们的目标是通过开发一个概念框架，称为教学化学意义（PedChemSense）来解决这一差距。PedChemSense理论上扩展了RCM，生成可操作的指导方针，以支持化学教师的课程计划。我们结合了意义建构，约翰斯通的三角形，和模型的角度提供一个具体的，可访问的，和实际的，分别教训规划机制。从我们自己的专业发展背景，VisChem研究所的经验教训的例子，证明PedChemSense的功效。通过利用教师对模型的局限性和实用性的理解，PedChemSense促进了教师设计机会，以促进学生的化学概念理解。在中学和本科层次的化学教学和研究的影响和建议进行了讨论。
Researchers have typically identified and characterized teachers’ knowledge bases (e.g., pedagogical content knowledge and subject matter knowledge) in an effort to improve enacted instructional strategies. As shown by the Refined Consensus Model (RCM), understanding teacher learning, beliefs, and practices is predicated on the interconnections of such knowledge bases. However, lesson planning (defined as the transformation of subject matter knowledge to enacted pedagogical content knowledge) remains underexplored despite its central position in the RCM. We aim to address this gap by developing a conceptual framework known as Pedagogical Chemistry Sensemaking (PedChemSense). PedChemSense theoretically expands upon the RCM that generates actionable guidelines to support chemsistry teachers’ lesson planning. We incorporate the constructs of sensemaking, Johnstone's triangle, and the models for perspective to provide a lesson-planning mechanism that is specific, accessible, and practical, respectively. Lesson examples from our own professional development contexts, the VisChem Institute, demonstrate the efficacy of PedChemSense. By leveraging teachers’ sensemaking of the limitations and utility of models, PedChemSense facilitates teachers’ designing for opportunities to advance their students’ chemistry conceptual understanding. Implications and recommendations for chemistry instruction and research at secondary and undergraduate levels are discussed.