Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions

Show full item record



Permalink

http://hdl.handle.net/10138/326955

Citation

Rodriguez-Becerra , J , Cáceres-Jensen , L , Díaz , T , Druker , S , Bahamonde Padilla , V , Pernaa , J & Aksela , M 2020 , ' Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions ' , Chemistry Education Research and Practice , vol. 21 , no. 2 , pp. 638–654 . https://doi.org/10.1039/C9RP00273A

Title: Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions
Author: Rodriguez-Becerra, Jorge; Cáceres-Jensen, Lizethly; Díaz, Tatiana; Druker, Sofía; Bahamonde Padilla, Victor; Pernaa, Johannes; Aksela, Maija
Contributor: University of Helsinki, Department of Chemistry
University of Helsinki, Department of Chemistry
Date: 2020-04-01
Language: eng
Number of pages: 17
Belongs to series: Chemistry Education Research and Practice
ISSN: 1756-1108
URI: http://hdl.handle.net/10138/326955
Abstract: The purpose of this descriptive case study was to develop pre-service chemistry teachers’ Technological Pedagogical Science Knowledge (TPASK) through novel computational chemistry modules. The study consisted of two phases starting with designing a computational chemistry based learning environment followed by a case study where students’ perceptions towards educational computational chemistry were explored. First, we designed an authentic research-based chemistry learning module that supported problem-based learning through the utilization of computational chemistry methods suitable for pre-service chemistry education. The objective of the learning module was to promote learning of specific chemistry knowledge and development of scientific skills. Systematic design decisions were made through the TPASK framework. The learning module was designed for a third-year physical chemistry course taken by pre-service chemistry teachers in Chile. After the design phase, the learning module was implemented in a course and students’ perceptions were gathered using semi-structured group interviews. The sample consisted of 22 pre-service chemistry teachers. Data were analyzed through qualitative content analysis using the same TPASK framework employed in the learning module design. Based on our findings, pre-service chemistry teachers first acquired Technological Scientific Knowledge (TSK) and then developed some elements of their TPASK. In addition, they highly appreciated the combination of student-centred problem-based learning and the use of computational chemistry tools. Students felt the educational computational learning environment supported their own knowledge acquisition and expressed an interest in applying similar learning environments in their future teaching careers. This case study demonstrates that learning through authentic real-world problems using educational computational methods offers great potential in supporting pre-service teachers’ instruction in the science of chemistry and pedagogy. For further research in the TPASK framework, we propose there would be significant benefit from developing additional learning environments of this nature and evaluating their utility in pre-service and in-service chemistry teacher’s education.
Subject: INFORMATION
INTERACTIVITY
LEARNING PBL
LEWIS STRUCTURES
MODELS
REPRESENTATIONS
SIMULATIONS
SOFTWARE
STUDENTS
VISUALIZATION
116 Chemical sciences
Rights:


Files in this item

Total number of downloads: Loading...

Files Size Format View
MS_Submit_v280120_Resubmit_Black.pdf 1.319Mb PDF View/Open

This item appears in the following Collection(s)

Show full item record