CAREER: Strategies Developed by Chemistry Graduate Students in Pedagogical and Empirical Content Knowledge

化学研究生在教学和经验内容知识方面发展的策略。该研究调查了研究生在两个截然不同的领域的专业发展，即教学内容知识（PCK）和实证内容知识（ECK）。经验内容知识被定义为策略知识、研究工具知识和内容知识，这些知识定义了一个领域中成功的研究实践。成功教学的PCK定义是对教学策略、特定学生群体、共同困难领域和教学工具的了解。这两个领域的研究背景是研究生在教学实验室和研究实验室工作时的情境学习。探究还涉及新研究生学习环境的特点，特别是关于研究和/或教学法的学习对话。由于解决问题是成功的研究或教学实践的本质，因此对策略的评估将源于研究生在解决问题时创建的解决方案路径分析，这些分析由研究和教学主管在虚拟学习环境中撰写。

Strategies Developed by Chemistry Graduate Students in Pedagogical and Empirical Content Knowledge. The study investigates the professional development of graduate students in two distinctly different areas, pedagogical content knowledge or PCK, and empirical content knowledge, ECK. Empirical content knowledge is defined as the knowledge of strategies, knowledge of research tools, and content knowledge that define successful research practice in a field. The definition of PCK for successful teaching is the knowledge of teaching strategies , the particular student population, areas of common difficulty, and teaching tools. The context for study of both areas is one of situated learning as graduates students work in teaching laboratories and research laboratories. Inquiry also concerns the characteristics of the learning environment for new graduate students, particularly learning conversations about research and/or pedagogy. Since problem solving is the essence of successful research or teaching practice, one assessment of strategies will originate from solution-pathway analyses created by graduate students as they solve problems authored by the research & teaching directors in a virtual learning environment.