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

化学研究生在教育学和经验性内容知识方面的策略。本研究调查了两个截然不同的领域的研究生的专业发展：教学内容知识(PCK)和经验性内容知识(ECK)。经验性内容知识被定义为战略知识、研究工具知识和定义某一领域成功的研究实践的内容知识。成功教学的PCK定义是关于教学策略、特定学生群体、常见困难领域和教学工具的知识。这两个领域的学习背景都是情境学习，因为研究生在教学实验室和研究实验室工作。调查还涉及到应届研究生学习环境的特点，特别是关于研究和/或教育学的学习对话。由于问题解决是成功的研究或教学实践的本质，对策略的一种评估将来自研究生在虚拟学习环境中解决研究和教学主任创作的问题时创建的解决路径分析。

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.